The Prince Essays (1142 words) - Italian Politicians,

The Prince ?All the states, all the dominions, under whose authority men have lived in the past and live now have been and are either republics or principalities.? In Machiavelli's, The Prince, timeless keys to a successful principality are examined. The keys are understanding human nature, respecting that nature, and reaffirming that successful leadership can exist in the same fashion yesterday, today, and tomorrow. Machiavelli's perspective of human nature is founded on the principle that people in general don't want their culture changed by an outside influence. Machiavelli demonstrates in the book that the nature of people is to defend who they are. When ?the prince? attempts to change their culture in any way the subjects will do any number of things to crush this attempt or even change the leadership. If a prince uses force to try to change people this will lead to hostility, because as Machiavellis says, ?they remain, defeated, in their own homes.? This underlying fact will lead to a rebellion of some sort. One way this rebellion can happen is when a powerful foreigner invades the principality. The now ?defeated? people will join this powerful foreigner, in hopes that their culture will now be respected, to dethrone the prince. When the prince tries to use force to control the people it only creates enemies. Machiavelli explains this aspect of human nature when he writes, ?he harms the whole state by billeting his army in different parts of the country, everyone suffers from this annoyance, and everybody is turned into an enemy.? On the contrast if a prince allows the people to keep their customs Machiavelli states that the people will remain content when he writes, ?For the rest, so long as their old ways of life are undisturbed and there is no divergence in customs, men live quietly.? Another natural tendency of people comes with freedom. Once they have had a taste of freedom, they virtually cannot live without it. This feeling of control over one's life is a quality that once molded is nearly impossible to reshape. Machiavelli asserts this idea when he writes, ?a city used to freedom can be more easily ruled through its own citizens...than in any other way.? The same tendency lies in the control that the prince gains over the people in the principality. Once the prince has control he finds that giving up control to be extremely difficult. That is why ideally a prince would posses a number of qualities to find success as a leader. Only through an understanding of the nature of his subjects, having an ability to control his subjects, and possessing the means to defend his subjects can ?the prince? truly find the universal key to open the door to upholding the ideals of practical leadership. When a prince understands the nature of the people it is easier for him to enter the land. Machiavelli writes of the Romans and how they developed their empire, ?the Aetolians once brought the Romans into Greece; and in every other country they invaded, the Romans were brought in by the inhabitants.? Because the Romans understood human nature their movement into power was unchallenged. Once in power it is essential for the prince to be able to control the people. ?I say that a prince must want to have a reputation for compassion rather than cruelty: none the less, he must be careful that he does not make bad use of compassion.? When Machiavelli wrote this he was outlining the key to controlling the people. The prince needs to be able to keep the people united, and loyal to him and at the same time ensure respect for the laws by instilling a fear for punishment. One of Machiavelli's most used examples of a successful prince is Cesare Borgia. It is essential to be feared not hated and in the case of Borgia his minister Remirro de Orco punished law breakers in a cruel fashion that led to people hating Borgia. To create a feeling of fear for punishment rather than hatred for the prince Borgia decided to punish his minister for all to see. ?One morning, Remirro's body was found cut in two pieces on the piazza at Cesena, with a block of wood and a bloody knife beside it. The brutality of this specticle kept the people of the Romagna at once appeased.? Finally, once control has been established the prince is now obligated to defend the people. This

Was There Cheating on the August 2018 SAT

Was There Cheating on the August 2018 SAT SAT / ACT Prep Online Guides and Tips Shortly after the conclusion of the August 2018 SAT, rumors started to circulate that there was a problem with the test that gave some students an unfair advantage. The basic gist of the complaint is that the test given on August 25 in the United States was actually the same exact exam that had been given internationally in October 2017. This accusation raised the concern that some students would have had a leg up on others, since they may have seen the questions before, either because they took the exam when it was offered internationally or because they used the previous exam’s questions to study for the August 2018 test. Let’s take a look at what really happened with the August 2018 SAT and what that means for you as a test-taker. Was There Actually Cheating on the August SAT? Students in the United States took the SAT on August 25. Almost immediately after that test was over, messages started to circulate across social media. These posts basically said that the questions given on the August 25 SAT were the same as those questions that were on the international SAT delivered in October 2017. Since then, angry students and parents have taken to Reddit and started a petition asking for College Board to invalidate the scores from the August 2018 test. People are worried that certain students had an unfair advantage for the most recent SAT, since there’s a chance that they either took the given test once before or accessed a leaked test for practice. For its part, College Board hasn’t come out and acknowledged whether or not the tests were duplicates, but did state that it is taking â€Å"quality control steps† to make sure cheating hasn’t occurred. Has Cheating on the August SAT Happened Before? If this situation is your first experience with potential SAT scoring drama, it may seem really shocking and scary. You might be wondering how big of a deal this score discrepancy actually is. There’s actually a lot of precedent for SAT scoring controversy. Sections (or entire tests) of the SAT have been reused before. Oftentimes, international SATs are recycled versions of tests that were previously given in the United States. While there are lots of security measures in place to make sure that no students have an unfair advantage, there have been times when students and teachers have tried to learn about the questions on the US SATs to get a leg up on their test prep. When College Board discovers this cheating, the scores are invalidated. There’s also been talk about College Board reusing whole sections on different US tests. One poster on Reddit suggested that College Board reused June 2017 questions on the November 2017 test. These scores weren’t invalidated, however. According to College Board, it’s really expensive to produce a validated SAT. Before each exam is released to the public, it goes through rigorous quality control tests, which take a lot of time and effort. Reusing a test that has already passed these markers saves College Board time and money. Similarly, reusing tests helps to calibrate scores. The more students that are able to take a specific SAT, the more College Board is able to tell the true difficulty level of questions, as well as what below-average, average, and above-average scores are. It’s fairly common that SAT questions get reused and repurposed. This incident is, however, the first time that international tests were used in the US, rather than the other way around. What’s Going to Happen With the August 2018 SAT Scores? Now that we know that test question controversy has happened before, you might be wondering what happens next. While College Board hasn’t yet acknowledged that there was an issue with the tests or indicated what its actions will be, we have a pretty good idea of what will occur. If we had to guess, though, here’s what we think will happen: We doubt that College Board will cancel any US test taker scores. The August SAT is a hugely important part of the admissions process. Canceling those scores will cause a big disruption for tens of thousands of students. Not to mention, canceling that many scores would also be pretty embarrassing for College Board. College Board may take steps to crack down on international student cheating, particularly if it sees scores that don’t make sense because they’re too high. We just have to wait and see what College Board decides as it tries to determine unfair advantages. What Should I Do If I Took the August 2018 SAT? If you took the August SAT, don’t panic! The best thing to do right now is just to wait and pretend like this whole thing didn’t happen. College Board knows that it needs to make a decision soon to give students the time to prepare for the October test, so you can expect to hear something in the next few weeks. In the meantime, work on the other parts of your college application, like your college essay, while you wait to hear. What's Next? Interested in learning more about cheating on the SAT? We've broken down the past SAT cheating controversies several times on our blog. You can read about the time SAT scores of students in South Korea were invalidated or about an SAT cheating scandal that swept across the US in 2015. If you're worried about your August 2018 SAT scores being invalidated, don't panic. College Board will announce its decision soon. In the meantime, we recommend focusing on other parts of your application, like your college essay. Click here to learn how to write a strong college essay. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Koolhaas and metabolist movement Essay Example | Topics and Well Written Essays - 1750 words

Koolhaas and metabolist movement - Essay Example architecture's most-reproduced forms and structures: the giraffe-legged Villa dall'Ava in suburban Paris, one of the greatest buildings of the late twentieth century, and the stupendous fishnet-steel-and-glass-covered Seattle Public Library, which opened in 2004. Some of his best works in Europe are the master plan and Grand Palais for Lille, France which is his largest realized urban planning project; a residence in Bordeaux, France; the Educatorium, a multifunction building for Utrecht University in the Netherlands; and the Kunsthal, providing exhibition space, a restaurant and auditoriums in Rotterdam. The Bordeaux house is one of his most important works and was named as Best Design of 1998 by Time magazine. It was designed to fill the needs of a couple whose old house was problematic to the old man as had been confined to a wheel chair due to an accident. Koolhaas proposed a home in three parts with the lowest part having a series of caverns carved out from the hill. While the top part is divided into spaces for the couple, and spaces for their children. The middle part is an invisible glass room that is a vertically moving platform functioning as an elevator allowing the old man access to all levels. In the 1950s, the Japanese Metabolists proposed giant mega-structures as an answer to the ever-growing problem of overcrowding in their cities. These architects came up with innovative designs of floating cities and giant prefabricated "plug-in" living cells that could be inserted into skyscrapers. But due to the scale and reality constraints Metabolist vision could not be realized completely. They regarded the city as an organic process that featured some of the innovative concepts such as marine civilization, artificial terrain, and metabolic cycle.... Koolhaas was fond of the "Megastructure" concept. This is basically a large size building or plan meant for urban improvement. His company OMA applied Megastructure for its designs for a vast complex of shops, housing, and offices, together with a railway station, in Lille, France or Lille Masterplan.Metabolists used the concept of the natural flows of air, water, and people in cities. They conceptualized biomorphic mega structures capturing and materializing urban flows. In 1961, Kenzo Tange’s studio proposed a plan for Tokyo Bay that clearly illustrates the principles of metabolism. The project comprised of a spine, or trunk, and an array of branches and leaves that together formed a clear tree-like structure. In the same year, Kurokawa produced a series of utopian projects inspired by biological forms and a process of growth representing that of living cells. At the same period, Isosaki developed his project â€Å"City in the Air† as a system of urban intersections a nd interconnections in the air, providing a grand structure supported by infrastructural trunks, like a forest of trees. Each trunk affords commercial and residential plugins like those found in Peter Cook’s â€Å"Plug-in City†. Metabolist architecture shows a tilt towards the evolutive, and irreversible, development of cities. Their projects were inspired by the natural movements of air, water, corporeal fluids and plants, but had a very formal and functional conception of urbanism.

Marketing Management. Peter Drucker Essay Example | Topics and Well Written Essays - 750 words

Marketing Management. Peter Drucker - Essay Example According to Maslow's hierarchy of needs buyer's needs vary from physiological to self actualization. A product like car, is required to fulfill the needs like social needs and esteem needs. Brand image and value plays a very crucial role as a decider in fulfilling such needs. Buyer behavior is deeply rooted in psychology guided by dashes of sociology. A product is therefore priced, placed, promoted depending upon the kind of market the company envisages for the product. A company like Nissan will therefore give more thought to the needs of its customers within its most potential markets. Nissan envisions 'Enriching people's lives', while working with a mission statement stating, "Nissan provides unique and innovative automotive products and services that deliver superior measurable values to all stakeholders in alliance with Renault." A brand like Nissan also brings with it the qualities like reliability and prestige, which forms the core of making buying decisions. In today's marke t driven economy, the role of media and promotion has also become very crucial. With increasing competition and decreasing profit margins, a balanced marketing communication campaign forms the back-bone of company's marketing strategy. Nissan Motor Company Limited (Nissan) is engaged in the planning, developing, manufacturing and selling of passenger automobiles, automobile parts, and forklifts. Company's potential markets are Japan, Canada, Australia, the US, Mexico, New Zealand, South Africa, Middle East and some parts of Asia. North America accounted for 43.5% of its total revenues in the fiscal year 2006, while Japan, Nissan Motor's largest geographical market, accounted for 28.4% with Europe accounting for 15%. Therefore, over the years, the company has developed an expertise in understanding the buyer behavior of these two markets in general. Company was established in 1933 to manufacture and sell small Datsun passenger cars and auto parts. It is headquartered in Tokyo, Japan. In the annual ranking of top 100 global brands by BusinessWeek and Interbrand in 2006, Nissan figured at the 90th position. The company may not be quite upbeat with this ranking because, its ranking has come down gradually over the yea rs with more competitors entering into the fray thanks to the globalisation and liberalization of economies. The value of brand is equally important in influencing the buyer behavior and providing a winning edge over the competitors. The Nissan brand was valued at $3,108 million in 2006. However, the company's position continues to be threatened by rising raw material prices, which could adversely impact its operating margins. Innovation with regular inputs from R&D is another feature for influencing the buyer behavior, as it helps the company in taking care of the growing needs and concerns of customers and the environment. It is an established fact that needs of consumer keep changing over time. Today's society has also become more caring for the environment and there's a growing concern for preserving the ecological balance by way of minimizing the pollution and using less harmful fuels to keep the ozone layer intact. This calls for continuous inputs into Research and Development activities. Nissan motors has the distinctive advantage of being in the top 50 organisations1 having invested in R&D activities. Incidentally, amongst the top 50

Undercover Boss Assignment Example | Topics and Well Written Essays - 750 words

Undercover Boss - Assignment Example The expected salary for the described job position is around $40,000 to start on average. In order to determine and collect the information about the job position’s responsibilities, duties, necessary skills, outcomes and work environment of the job of the Catering director a job analyses is prepared. A Catering director is responsible for all types of operations and duties of the catering faculty (Andrews, 1980). A Catering Director is supposed to look for the overall management of the catering segment in a restaurant. The expected salary for the described job position is around $28,000 to start. In particular a Catering Director has to, The information of the staff and employees collected for the job analysis for the job positions or vacancies required for the new hiring in our company is through the observation and interviews. These two methods are considered as the most authentic for the data collection. The other authentic, one-on-one method is to interview. It helps connect the observations with the talking of the employees. Set of questions should be specifically based on observations and they work best (OMeara, 2013). The job analysis plays an essential role in identifying the functions of the jobs in our company. It also helps assist and identify reasonable accommodations made by our company’s policies. The policies and laws of our company avoid misclassification of employees to prevent the legal fees, fines and payback. It follows the â€Å"Fair Labor Standards Act† and this way our employees remain aware of the job functions and duties the employees are doing. The employees are compensated on a salary basis rate, which is not lesser than $455 per week. Salary test is also conducted for this purpose (Sims & Veres, 1995). The job description is kept updated as a job analysis is

Multiple Intelligences Theory Mi Was Developed Education Essay

Multiple Intelligences Theory Mi Was Developed Education Essay Multiple Intelligences Theory was developed by Howard Gardner in 1983 which suggests that all humans understand and perceive the world in different ways (Learning-Theories.com 2007-2013). Howard described them as seven   intelligences which are Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal (insight, metacognition) and Intrapersonal (social skills). The theory of multiple intelligences applies to all ages. This theory defines human nature from a cognitive perspective i.e. all humans have personal styles and preferences to learn and develop and implies that people have preferred learning styles, behavioural and working styles. Therefore teaching strategies, learning resources and activities should appeal to different types of intelligence learners represent and should encourage learners to use their preferred intelligences in learning (instructionaldesign.org, Multiple Intelligences (H. Gardner) . This theory implies that we are all intelligent in different ways and any individual may possess one type of intelligence and a mixture of intelligences. From the teachers point of view, all learners have their own strengths and weaknesses, so teaching, designed and planned according to their strengths and preferences, will not only stimulate their development but also build their confidence. Teaching learners with a mixture of intelligence types can be hugely challenging. All learners have different levels of abilities and potential and it is vital to address the multiple intelligences of the learners in order to help them develop and fulfil their potential. Logical -Mathematical  learners like reasoning, calculating whereas visual-spatial learners think in terms of physical space and enjoy illustrations and pictures. They are very conscious of their environments. Bodily-kinesthetic  learners learn best through movement and like making things, touching and role play. Interpersonal  learners like interacting with others and learn best through cooperative activities whereas Intrapersonal  learners are independent and understand ones own interests and goals. They understand their inner feelings; intuition and motivation, confidence and opinions. According to Gardner, verbal-linguistic learners enjoy expressing themselves orally and in writing. They often think in words and like reading, playing word games, making up stories etc. It can be very challenging to teach and satisfy different types of learning styles. The important thing is for teachers to understand that all learners have different ways of learning and doing things and therefore need classroom activities and techniques which appeal to their intelligence type. I strongly feel that a careful selection and use of classroom activities that cater for different types of intelligence profiles of the learners can encourage learning and at the same time provide meaningful and enjoyable learning environment. teaching strategies Gardners theory of multiple intelligences claims that there are numerous ways in which people learn to gain knowledge and understand the universe. Reber (1995) defines a cognitive style as the characteristic style or manner in which cognitive tasks are approached or handled. Thus an individuals cognitive style reflects his or her preferred manner of perceiving, remembering and thinking (TPPEL Reading 3.1 Individual differences and Learning). This theory identifies seven different ways in which a student might learn and provides some ideas on how to apply multiple intelligences to ESOL learners so that teaching methods appeal to their intelligence type and they all have the same opportunity to learn and develop. This theory can be applied to teaching ESL students because they all have their own preferred way of learning that is determined by their cultural and educational background and their personalities.  In order to apply this theory to ESL students, you need to observe and communicate effectively with your students to determine their types of intelligences because each intelligence also identifies a specific learning style which can help you choose appropriate teaching methods and plan effectively to reflect different intelligences in your classroom. Teaching strategies to meet multiple intelligences should include a variety of teaching strategies. Independent and group work provides opportunities to respond to different intelligence types and enhance learning because some students might be strong in interpersonal intelligence whereas others in intrapersonal intelligence. Group work providing body movement activities also helps bodily-kinaesthetic students. Effective planning should incorporate multiple intelligences teaching methods as some students might learn through more than one. For example, a student who is strongly verbal-linguistic might also have strong visual-spatial and interpersonal intelligences. Effective way to implement teaching methods (e.g. a lesson on job interview) to cater for these multiple intelligences can include some vocabulary (linguistic learner) or a video clip (visual-spatial) and a job interview role-play (interpersonal). Bodily-Kinaesthetic Intelligence learners like working with their hands and cant sit still for long time. Teaching method should combine body movement activities with linguistic activities. Total Physical Response is a good method for them. They remember material best if they act it out. Verbal-Linguistic Intelligence learners learn through using language effectively both in speaking and writing. They enjoy expressing themselves orally and in writing and doing different kinds of word games. Teaching method should focus on using language which should include reading a text or a book aloud or tell a story, debate a current issue. The Language Experience Approach (LEA) will be good for teaching reading skills. These students will also benefit from whole language approaches to reading. The Interpersonal Intelligence learners like group activities. They like talking to other people or like teaching people what they know. Teaching method should focus on cooperative learning strategies allowing students to work with others to carry out the tasks and complete activities. The Intrapersonal Intelligence learners prefer to work individually, therefore teaching method should focus on providing independent tasks and activities. Visual-Spatial Intelligence learners like drawing, r eading books that have lots of illustrations, doing puzzles and mazes. visual clues can help them to remember language. There are a variety of teaching strategies that can be used to improve learning.   Creating intelligence-based lessons can help all students to understand and develop their abilities and strengths as well as work on their weaknesses. This will build their confidence and boost their achievement. It is very important for teachers to adapt lessons to meet and develop different intelligences in the classroom to enhance learning and facilitate second language learning. resources, The theory of multiple intelligences claims that we are all different in the ways we understand and perceive the world. Although it will be difficult to incorporate all intelligences into one lesson, I would try to integrate resources and materials which will allow students to work according to their multiple intelligences as much as possible. Careful selection and design of suitable resources is important for making sure that each intelligence learning style is addressed at some point. Below are some suggestions for working with different intelligence types in adult ESL classroom which are organized by multiple intelligences (Alan Chapman 2003-2012). Language exercises respond to linguistic, intrapersonal and also interpersonal learners. Verbal-Linguistic learners learn best through   reading and writing and enjoy telling stories and thinking in words. Basically they learn effectively through using words i.e. hearing and seeing words and also enjoy talking, so learning activities could include debates, discussions, role play, reading and writing tasks, word games and crosswords. Other suitable activities could be oral presentations, writing letters, stories or instructions. Visual-Spatial learners enjoy learning by looking at pictures, flashcards. They learn best through   working with pictures, colours and visualizing. Use of videos, visualization (posters, leaflets), colours, jigsaw puzzles and text with illustrations would be effective. Bodily-Kinaesthetic learners like to move around and act things out. They are tactile i.e. they learn by touching and manipulating objects. Learning activities could include role play, hands-on experience, construct human sentences to practice punctuation or word order, playing board games and following instructions to make something. Interpersonal learners are intuitive and are strong in understanding people, leading and organizing groups, communicating and persuading. They learns best by   working with others, socialising, sharing, comparing, and interviewing. Activities and resources such as co-operative tasks, group projects, interviewing, role play will build interactions amongst learners and therefore promote a sense of sharing and interaction. Peer coaching and discussions or debates will also work well with these learners. Intrapersonal learners are logical and strong in understanding self, recognizing strengths and weaknesses, setting goals. Intrapersonal learners enjoy working alone and like to pursue their own interests independently, therefore effective learning resources and activities would be making a diary, listening to audio tapes, independent reading or research. For example, a lesson on healthy eating including resources such as whiteboard, smartboard, picture and word cards, word search or cross, online self-assessment questionnaires, PowerPoint presentation, Internet for search and word processor for typing, leaflets or posters etc can respond to multiple intelligences in your classroom. Activities in this lesson can be surveys, interviewing, matching, Find Someone Who, making a poster, reading a leaflet or a text in silence or aloud, making a list in groups or individually, write about own eating habits, express likes and dislikes etc. and they can develop different types of intelligences of your learners: verbal-linguistic, naturalistic, visual-spatial, musical, interpersonal and intrapersonal. As a teacher, I think of my learners as individuals who represent many different ways of understanding, learning and developing skills and therefore need different types of classroom activities and approaches. Awareness of their abilities, strengths and weaknesses, styles and preferences will help you determine different intelligences you have in your classroom and plan teaching and learning resources based on the preferred multiple intelligence learning styles. Accommodating multiple intelligences of your ESL students in the selection and design of resources will significantly affect students learning and success. Choice of assessment methods Gardners theory (1985) proposes that all humans possess many different ways of knowing, understanding, and learning about our world. As a teacher, it is important for me to be aware of how my learners learn and develop skills according to their intelligence. My students demonstrates so many different individual strengths and weaknesses. MI theory offers teachers many suggestions to examine their assessment techniques in the light of intelligence differences. The teacher needs to develop different assessment techniques to address different intelligences   and focus on the type of intelligences being developed in the lesson. Pen-and-paper assessment methods work well the linguistic intelligence whereas survey or interview responds to the bodily-kinaesthetic intelligence as well as the interpersonal intelligence.  Mostly assessment tasks include quizzes, reading comprehensions, and writing tasks, which work best with verbal-linguistic learners. I use open questions frequently to check learners understanding which, I feel, is a very effective method of assessment. When my students are working in small groups, I ask each member of the group a different question or ask them to comment or explain the answers given by others. To address different learning styles, its important to ask different  types  of questions. A  comprehension question  can be used to assess Intrapersonal or verbal-linguistic learners to write a short text about a familiar topic or do a reading comprehension. To assess bodily-kinaesthetic learners, I might ask the student to stand up and interview other learners, describe a picture either verbally or in writing (visual-spatial), How can you ..? (Intrapersonal learners). Asking different kinds of questions allows students to express themselves and demonstrate their learning in their preferred way. Varying questioning techniques helps me to cater for various types of intelligences, because each student has individual way of learning and developing skills. I ensure that all the students have the opportunity to answer a different type  of question. In order to support multiple intelligences and different learning styles in the classroom, its important to incorporate written assessment like tests and homework and it contributes towards making your classroom friendly for all types of learners. How can you tell if your students really understand? (Maggie Meyer and Jenna Glock, 2004) Howard Gardners MI theory offers some useful suggestions in designing our lessons and assessments based on the multiple intelligences so that all students have the opportunity to learn, succeed and demonstrate achievement. When students have choices in ways to demonstrate their understanding, the evidence is more accurate. Students can choose from a variety of ways, designed by implementing the multiple intelligences, to demonstrate their understanding of learning outcomes. Many teachers use true/ false, multiple choice, and short answer tests to assess students knowledge and skills but they do not really give an accurate evidence of what students have learnt and whether they can reflect their learning and knowledge in practical ways. Gardners Theory of Multiple Intelligences proposes that each student has his or her own intellectual, strengths and weaknesses. Therefore, many different types of intelligences and learning styles can be found within a classroom and in order to get an accurate picture of the students strengths and weaknesses, appropriate assessment methods should be used. Therefore, it is important to have an intelligence profile for each student which will enable the teacher to employ appropriate methods of assessment. Traditional tests (e.g., multiple choice, comprehension text or writing tasks) do not allow students to show their knowledge in their own ways. Students should be given opportunities based on Multiple Intelligences to demonstrate their understanding and knowledge in their own preferred ways. Assessment methods might include presentations, independent work, group discussions / projects, peer assessment, sequencing, matching and tasks involving use of ICT. Gardners Theory of Multiple Intelligences implies that students may be weak in one area but they may be strong in other areas. Teachers should be aware of the great diversity in the intelligence types and learning styles of the students which could be influenced by their social, economic, cultural and educational background and can have a significant effect on students learning process. I feel that assessing learning, taking into consideration different intelligences, helps students to successfully participate in classroom learning. inclusive learning Howard Gardners multiple intelligences theory assesses seven different types of intelligence which indicate that people have their own individual way of understanding, learning, performing and developing skills. These intelligences are verbal/Linguistic, logical/mathematical, visual/spatial, music/rhythmic, body/kinaesthetic, interpersonal and intrapersonal. Gardner suggests that all of the intelligences must be addressed in teaching in order for learning to be effective but it can be difficult to apply this in every lesson. Nevertheless, the teachers should try to address these intelligences as much as possible. The teacher should be aware of the fact that all students are unique and have their own individual abilities, interests, characteristics and strengths. Understanding students will enhance their progress considerably. Gardners theory of multiple intelligences offers useful ideas to address a range of intelligences and styles. Teachers need to take into account a wide range of learners in their planning to ensure inclusive learning environment. Therefore, teaching strategies and learning materials need to be matched with individual students intelligence type. First of all, as a teacher, you identify your students strengths and weaknesses and their personal way of learning i.e. learners with leadership qualities, logical thinking and intuitive, sociable, inquisitive learners etc. Questionnaires can provide useful information about multiple intelligences in your classroom. Structured planning should include a variety of ways to present materials (visual, multimedia), incorporate peer and group work, real-life situations activities, access to technology providing a range of opportunities for students to demonstrate learning. Including a variety of approaches to teaching and learning can make a significant difference to learning environment enabling different types of learners to successfully engage in their learning and the process of learning becomes more inclusive which supports widening participation and increases achievement. Individual differences and needs of students should reflect in teaching instruction and learning activities and must be relevant, challenging, meaningful and engaging. The following suggestions include presenting material in different format and styles. For example, for a spelling activity in an ESOL Entry 1 class, students may choose to write the missing letters, label the pictures, write the words, use letters to make the words, spell words in a team or individually. Such activities take into consideration multiple intelligences and learning styles. This allows students to use their own strengths. Another example include a reading activity, for which students can read on their own/aloud, re-tell the story, answer the questions individually or in a team, sort out the story in the correct order or match text with the illustrations. A learner-centred approach responds well to cater for diversity in the students as all students do not learn in the same way i.e. bodily-kinaesthetic learner prefers learning through touch/movement and hands-on learning is important for them. A visual learner, on the other hand, would prefer to see information in images or pictures. Interpersonal learners enjoy interacting with others, therefore, they work best in groups and through discussion with others. These learners can work equally well in groups or on their own whereas intrapersonal learners prefer to solve problems independently. It is crucial to provide materials and activities that address the multiple learning styles and enable students to make choices because students come from a variety of ethnic, cultural, social and educational backgrounds. Teachers can improve the learning environment for their students by planning tasks so that different intelligences are catered for. The possible impact on the progress and achievement of learners. (Workshop: Tapping into Multiple Intelligences) Applying Gardners MI theory helps students learn better because they realise and understand how they are intelligent. In Gardners view, learning is both a social and psychological process. When students understand the balance of their own multiple intelligences they begin to manage their own learning and to value their individual strengths. Teachers understand how students are intelligent as well as how intelligent they are. Awareness of students strengths in particular intelligence will help the teacher to plan opportunities for the students to have choices to work in their preferred way. Howard Gardners Theory of multiple intelligences proposes people develop different intelligences which influence their way of thinking and learning. It is important for the teacher to identify individual differences (strengths, preferences, and abilities) through careful observation and plan instruction, focused on multiple intelligences, to provide opportunities for students to experience and work with different kinds of material in different ways. Fostering different types of intelligences will make learning environment interesting, meaningful and engaging for all students. Using multiple intelligence teaching techniques increases student motivation, enhances learning and therefore, raises students achievement. The activities which allow students to learn in their preferred ways increases their self esteem as well as achievement. For example, verbal/linguistic students can be given activities including discussion, presentation , communication, proofreading, listening, creative writing and reading aloud whereas students who are body/kinaesthetic, can be given hands on experiments activities, role-plays and interview activities involving room arrangement and cooperative groups activities. Cooperative and leading a group discussion learning activities work well with interpersonal students whereas independent work which involves focus and concentration skills responds well to intrapersonal students. The aim of multiple intelligences based activities is to enable students to realise their learning potential and build on their strengths, so that students stay motivated and feel successful in their learning. (2000 words) Task 2 The class I observed was ESOL Entry 1 which had a very mixed group of students. The class consisted of 15 students between the ages of 25 and 65. 60% percent of students were Muslim from different nationalities- India, Iraq Kurds, Afghanistan and Somalia including 3 Gujarati learners and 1 Sikh learner. There was a great diversity in their educational and employment backgrounds. Most of them were unemployed but looking for work. There was a mix of men (6) and women (9). Some had spent 20 or more years in the UK and some came recently. Some have had no education in their countries of origin, some have never worked and some have had work experience in their native countries and also in the UK. One thing they all have in common is the need and desire to be able to communicate effectively in day to day life situations. However, they have very diverse levels of English language abilities and therefore have diverse learning goals. Before the observation, I talked with the teacher about her students and the things I would focus on. The topic of the lesson was job interviews to prepare students for the forthcoming speaking and listening exam as well as provide experience for real life situations. During my observation, my focus was on communication in the classroom. It was very interesting to see a very high level of interaction amongst the students and how everyone seemed so motivated and actively engaged in learning. When I entered the classroom, the teacher introduced me and then teacher began the lesson with showing some pictures and PowerPoint slides of job interview. To introduce the topic, the teacher asked learners some questions which they discussed with each other and in groups. The teacher asked the students to predict what they were going to learn which promoted student engagement as well as thought. While the teacher was introducing new vocabulary, all students were listening attentively. Some students had very limited knowledge of English, nevertheless it was amazing to see them enjoying their learning experience. Stimulating real life situations were created by making interview panels and swapping their roles as an interviewee and an interviewer. Learners had choices to pick their roles and were left free to experience the target language. The teacher used communicative language approach, pair-work and group work appropriately. Job interview role-play activity helped the less motivated learners to participate. I noticed that there were two students who were not very talkative, but they still participated and expressed themselves really well. All students in class were very motivated to learn English. The students very respectfully listened to the teacher and peers. All the students seemed to get along very well. Seating arrangement was adjusted according to the activities and the flexibility of the room space and it was apparently very relaxing, pleasant and safe Tables were organized in U shape for students to see the video of the job interview and listen to the teachers instructions. Tables were also moved and arranged for group work which encouraged students to participate in discussion. I was impressed with the teachers non-verbal communication techniques. He used gestures and facial expressions for his instructions and explanations. The teachers moved around the classroom to monitor and observe the groups during the activities. The teacher demonstrated interview skills rather than explaining and repeated if needed. His voice and tone was audible. He maintained eye contact while explaining and listening to students. He used gestures, eye contact and facial expressions such as smiling face to communicate with the learners and convey the messages. Different questioning techniques were used to check understanding and learning. Open-ended questions were used allowing students to discuss in groups, compare their answers and comment on the answers given by other learners or groups. The teacher aimed questions at each student. Some of the questions were what do you tell about you in the interview?, What things should you do or avoid during the interview? What do they ask y ou in the interview? What are strengths? etc. It was clear that the students felt very comfortable with each other and the teacher. The teacher used humorous strategies, a variety of visuals and activities to make the class lively and fun. All 4 skills were integrated i.e., reading, writing, speaking and listening. The teacher was very careful not to dominate the discussions or speaking, but rather gave the students opportunities to speak and practice their communication skills. Visual aids included question cards/answer cards, video, smart board, whiteboard. These visual aids were used effectively to present the topic and as part of language practice. Matching (Q/A) cards were used to reinforce learning and allow students to physically interact with each other. Video of job interview helped student to learn some important skills including body language and gestures. Listening to each other, to the teacher and watching the video improved their listening ability. Worksheets and the handouts were prepared taking into consideration the diverse range of learners, the individual needs of the learner (large print, colo urs, pictures and laminated). The teacher was careful about grouping the students as he did not want to have students working with students who spoke the same language or at the same ability. He had to stop two of the Kurdish students interact with one another in their own language. It was very interesting to watch the students work together and help each other. It showed that the students were very respectful and supportive of each other. On the whole the content and the function of talk were benefitting them. Task 3 As a teacher, I ensure that my teaching methods and learning resources match students preferred learning styles and intelligences. I strongly feel that choice and variety increases self esteem and motivation which has a very positive effect on learning. I believe that if learning is interesting, meaningful and successful, it establishes good relationship between the teacher and the student. From my experience and careful observation, I have identified many different types of intelligences and preferred learning styles of my students and in order to maintain students motivation to learn and achieve, I implement different approaches to teaching and a variety of activities and resources in my planning. (Gà ¶khan Bas, May 2008) As Gardner (1993) suggests, there are several kinds of intelligence in which people understand, learn and develop skills. The theory of Multiple Intelligences offers eight ways of teaching and learning styles. In this regard, teachers can ensure they provide enou gh variety in the activities they use so that as much of their pupils learning potential can be tapped as possible (Berman, 1998). Most of the students strive to improve their oral communication skills to enable them to improve their employment prospects and to cope with day to day life situations. One of the teaching methods, I use to provide students with the opportunities to improve their communication competence, is Communicative Language approach. As a teacher, I am very aware of my own body language as well as students and I often use eye contact, smile, move around to communicate and convey messages to students. Although I use a variety of questioning techniques and also let students to practice questioning skills, I feel that I need to explore more ways of assessing learning using levelled questions such as knowledge, comprehension and application questions as suggested by Reece and Walker (2003). Id also like to develop and explore more ways of getting student feedback. In order to develop my own practice, I would like to do more reading and attend staff development sessions such as teaching and learnin g master class sessions. I intend to read a book by Susan Wallace, Teaching and Supporting Learning in Further Education 2001.

Intention Consists of Belief, Intention Does Not Entail Belief :: Philosophy Essays

Intention Consists of Belief, Intention Does Not Entail Belief In this paper, we will discuss both Gilbert Harman’s and J. David Velleman’s theories of intentions. The central dispute between their two theories of intention is that Harman holds that intention entails belief, while Velleman holds that intention consists of belief. Velleman constructs a model of intention in which intention consists of belief in order to explain the apparent spontaneity of an agent’s self-knowledge. Harman, on the other hand, rejects the thesis that intention consists of belief because of an example involving an insomniac. My goal in this paper is to show how Velleman’s theory of intention can avoid the problem posed by the case of the insomniac. The conclusion will then be that Velleman’s theory is more plausible than Harman’s, because it is able to successfully explain more about our commonsense observations of agents, namely, how an agent’s self-knowledge is spontaneous. In Harman’s model, intention entails belief in that when one intends to A one believes that one will A. According to Harman, intentions are the result of practical reasoning and beliefs are the result of theoretical reasoning. For example, if I intend to write this paper, I must know that it is within my power to write this paper. Since knowing involves believing, I therefore must believe that I will write this paper in order to intend to write this paper. Thus, one comes to have a belief that one can do something, such as the ability to write a paper, as the result of theoretical reasoning, while one comes to have an intention, like writing a paper, as the result of practical reasoning. Simply put, the process goes as follows: practical reasoning forms intentions dependent upon the conclusions (beliefs) of theoretical reasoning. Now that we have an understanding about how intentions are formed in Harman, it is necessary to discuss what he thinks makes an intention an intention. According to Harman, an "‘act’ of forming an intention is always a means to end" (Harman, 157). Stated another way, an intention is always a way of doing something else. This feature of intentions is what leads Harman to conclude that intentions are self-referential, in the sense that one must intend to intend. That is, one always forms an intention intentionally. An important feature of intentions that Harman derives from this observation is that intentions are a means of guaranteeing that an agent will act in a particular way.

What are Robots and how are they being used now days?

Introduction:Robots are becoming the most reliable and used man-made tools in many aspects of human life (Peter, H. 2013). Robots are mechanically self operated tools that can help us in manufacturing and in difficult surgeries such as fixing something really small that cannot be held or seen by humans. This article will explain the importance of robots and its role in making human life easier. However, we must understand that Robots will never replace humans in all aspect of live.Helpful Things that Robots do:The Robot is a tool that can do different and difficult types of jobs such as in hospitals and manufacturing. Some people feel like its more safe to let the robot do a surgery because it is very accurate. Robot can also build tiny things in manufacturing because they are faster and more accurate than humans. In some countries Robots are being used to replace house animals like dogs, cats, rabbits, rats, guinea pigs and others. These Robot Pets are machines rather than living th ings and can give their owners plenty of fun and they can also teach us about real animal (Parker, S. 2010). Some robots are great fun and many people like to play with them because they are more challenging and fun to play with. For example, when you play Chess against a Robot it can defeat you very easily because it can think ahead of every move it can make to win the game.Disadvantage of Robots:Robots have also many drawbacks such as it uses a lot of power to function properly. Also, if the power is out, the robot will not function. Another drawback is that the robot cost a lot of money to be built for a specific job. However, in the coming years as technology is improving, Robots will become more and more part of our day-to-day life and cheaper to have. As Robots become more reliable, it will take over many tasks that are currently only being handled by humans. This is one of the main reasons for the increased of unemployment now a days and more will be expected in the future as the technology continue to improve.Conclusion:Now days Robots are very helpful and widely used in many aspects of our day-to-day life. They are considered smart tools that can be programmed to perform certain tasks that are normally handled by humans in a faster and more accurate way. However, we must understand that Robots will never replace humans in all aspects of life. At the end of the day they are only machines that are created by humans!

Write a Book Review Quickly and Easily

Write a Book Review Quickly and Easily Book Review Writing Your friends, relatives, fellow students, and other people you know or do not know will certainly want to learn your opinion about some book. You do not necessarily need to say that you loved it. Your task is to be honest and fair making judgments about the quality of book writing, its plot and subject. Remember that your readers will use the information you provide to decide if they want to read the selected book. If you do not know how to write a book review, imagine that your friend asks to provide him with a piece of advice. You need to tell your friend if it is worth reading some book. Follow the tips below to make the whole process easier for you:The first sentences of your work should describe the topic, subject, and plot of the book. Do not go into too many details. Do not retell the story. Do not tell the reader what happens in the end. Keep the atmosphere of incompleteness and create an enigmatic sense that will draw readers attention and make them read your review. Now it is time to say what you liked about the book and why. Share your feelings and impressions. Use evidence from the book to justify your decisions. Who was the character you liked the most? What was the key event that you remembered from the book? Which scenes you believe were particularly colorful? What were the brightest feelings you experienced while reading the story? Did you feel like you could not stop reading it? Now you can say if there is anything you did not like about the book. Do not forget to provide reasons. You must say why exactly you disliked the book and include textual evidence to support your claims. For example, did you wish the end of the story was more definite and clear to the reader? Did you feel that the author was not thorough enough developing some character or scene? Did you notice that the events in the story were confused? Is it that you failed to capture the hidden message of the book? Summarize the key pointsWrap up your argument. Include some recommendations for the readers you believe will like the book. If you do not recommend it, state your reasons. Be clear and honest. Be fair and objective. Are there any better options for those who love reading? It is always a good idea to rank the quality of the book you have reviewed. For example, you can rank it as 6.5 out of 10. Your readers will know immediately if you like or dislike this story.

Global Warming Arguments For and Against

Global Warming Arguments For and Against Arguments for Global Warming Global warming has been thought as a theory that global average temperatures have been rising and will continue to rise as a result of mankind activities. As an effect, this paper critically discusses the argument put forward by the believers the argument put forward by non- believers of global warming. It also highlights solutions which can be used to solve this global problem.Advertising We will write a custom essay sample on Global Warming: Arguments For and Against specifically for you for only $16.05 $11/page Learn More Global warming has been defined as â€Å"the rising average temperature of Earths atmosphere and oceans and its related effects† (Gleick, 2001). Believers of this theory have attributed anthropogenic activities to climate change. People like Gore have called for actions in which they say that each of the human races has the responsibility of dealing with climate change. In proving that global warming is not a theory but a fact, believers claim that, it impacts like: melting of arctic sea ice, rise in the sea level, surface temperature rise, melting of glaciers and permafrost, desertification due to extreme drought conditions, prevalence of heavy down pour leading to flooding, increase in average surface temperature, increase in strength and frequency of hurricanes, increase in frequency of heat waves and acidification of sea water are just evident and anybody can either feel or see them. According to believers of global warming, the number of category four and five hurricanes has almost increased in the last few decades, waves of heat will at one point be more frequent and more intense as temperature increases, death will double in a quarter a century to 300,000 people annually. In addition, millions of species globally will at one point be extinct as a result of global warming, by 2050 there will be no ice in Arctic Ocean, new and invasive species will be introduced and sea lev el will rise by over 20ft coupled with loss of shelf ice in Antarctic and Greenland. All these seem to be fully supported by those like Eric. Most scientists like Eric Staig, who is an earth scientist agree with this, claiming that the whole issue about global warming has not been addressed well by different stakeholders; hence its effects will still be evident. He mentions the drowning of four bears as being one of the effects of global warming (Michael, Nikkhah, 2004). Sceptics of Global Warming It is worth to note that sceptics of climate change have very strong roots from the past sceptics of global warming. According to Glover (2007), believers of climate change have based their arguments on serious scientific errors that are misleading. He claims that, when Gore claimed that glacier will melt due to global warming is misleading.Advertising Looking for essay on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Historica l records show that ice has been melting in some mountains since 1880 as a result of land use changes, humidity changes and rainfall patterns. In a ruling made by Burton, scientific evidence proves that ice melting is not mainly due to anthropogenic activities (Glover, 2007). The argument that increase in CO2 in the environment is immoral, is among the claims refuted by sceptics, because it ignores photosynthesis science. It is a fact that plants need CO2 to manufacture food, so an increase of CO2 gas will translate to plant productivity. It has been argued that CO2 gas is not poison. As a matter of fact, in Devonian era, vascular plants thrived well with CO2 levels being over 20 times the current one and temperatures were not much different from what we are experiencing today, in fact man will have plenty to eat with high CO2 concentration. By looking at the argument that sea level will rise by six meter 20fts, is an exaggeration that is unreasonable. This prediction is not in line with scientific results like the IPCC, which holds that in the coming 100 years, sea level will rise by between 0.1m and 0.8m. According to scientific records, sea level rose by 1mm between 1900 and 1951, which later decline by almost the same rate in 1980. It is also worth noting according to them that, 125,000 years ago at a time when CO2 concentration was much lower sea level abnormally rose to excess of six meters, 7,000 years ago it went up more than two meters and 1,000 ago it rose by 0.5 meters. Climate is defined scientifically as â€Å"average weather conditions over a long period of time. So, climate is having inherent variables hence individual weather condition cannot indicate climatic trend† (Stern, 2007). Using events like floods, hurricane and Katrina, to explain global warming is incorrect. Moreover, claiming that U.S responsibility is misleading and unfair, according to economists. This is because, comparing fuel economy standards of the country and that of others is unfair; some say that if burning fossil fuels is done away with, emission of green-house gas will reduce. But, what will happen to businesses? They will end up coming to a standstill, leading to loss of jobs which translates to poverty. The argument provided by U.S not to ratify the Kyoto protocol is basically from economic reasons (Stern, 2007).Advertising We will write a custom essay sample on Global Warming: Arguments For and Against specifically for you for only $16.05 $11/page Learn More According to a ruling made by Burton, drowning of polar bear was not as a result of global warming as many have claimed. Non-believers have asserted that a number of bears were drowned while trying to swim further to find ice. However, the fact is, the four polar bears drowning was as a result of violent storm Sceptics have also refuted the claim that increases in CO2 release, will lead to increase in surface temperature. This is because, the statistics and g raphs were wrongly interpreted, sceptics claim that the data are not ice core one but rather Mann et al research group. Documentations prove that between 100-1300 AD temperatures were just as high as now. So, claiming that CO2 gas caused an increase in temperature was disapproved based on the fact that, increase in CO2 gas was trailing temperature increase between 800 and 2000 years (Revkin, 2005). In addition, according to Walter, et al (2006), the green house effect is as a result of a combination of various variables including clouds, water vapour, CO2 contributing to, 24%, 54% and 14% respectively. Now, using Stefan Boltzmann equation to CO2 gas, raise in temperature will be less than 0.5 degree Celsius between now and the time its concentration will double (Walter et al, 2006). Proposed Solutions to Global Warming Mitigation; this has been done to reduce global warming effects in future particularly by reducing greenhouse gas emissions. This involves manufacturing products that can be reused or recycled as one way of dealing with this problem. Recycling needs much less energy as compared to new materials. In addition, recycling or reusing reduces the number of products needed to be manufactured, hence using less energy. Another way of mitigating is forestation and reforestation. Due to the fact that trees absorb carbon dioxide from the atmosphere and then store it, if more trees are planted, then more carbon dioxide will be absorbed from the atmosphere. In addition trees reduce flood effects as they act as barriers to run off waters hence reducing their destruction forces. Reducing emissions from industries by using cleaner fuels like bio-energy which is environmentally friendly is highly called for (Revkin, 2005). Geo-engineering has also been used to solve global warming problem. This has involved the use of different techniques like removal of CO2 from the atmosphere as well as reflecting incoming sunlight. Lastly introducing the concept of carbon tax has been proposed to help curb the problem although it has generated serious debates (Walter et al., 2006).Advertising Looking for essay on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion From the review of global warming, views from both sides of the divide have been brought forth. Strong arguments for and against the whole idea has been succinctly covered. The last section of the paper deals with the possible solutions that can be used to curb the problem. It is important to remember that despite the arguments for and against global warming the problem is real and calls for timely solutions. The Newspaper article The link to the article is https://www.nytimes.com/section/climate The newspaper talks of global warming being a serious problem. However it acknowledges that there a number of technological, economic as well as political that need to be resolved before the entire world embarks on collective effort to arrest the problem. Major causes of global warming are clearly brought to light. Similarly possible solutions have been proposed on how best to tackle the problem. References Gleick, P. (2001). Climate change in a warming World. New York: Californi a Water. Michael, J Nikkhah, R. 2004. The truth about global warming its the Sun thats to blame. London: Taylor Francis. Revkin, C. (2005 November 5). Rise in gases unmatched by a history in ancient ice. The New York Times. P. A2. Stern, N. (2007). The economics of climate change - the Stern Review. Cambridge, UK: Cambridge University Press. Walter, K., et al (2006). Methane bubbling from Siberian thaw lakes as a positive feedback to climate warming. Nature, 443 (7107): 71–75.

Gary Watsons argument psychopaths Essay Example | Topics and Well Written Essays - 1000 words

Gary Watsons argument psychopaths - Essay Example In an article titled Psychopathy and Prudential Deficits, Watson uses the story of Howard Dever. Dever had a young life of hustling and petty crimes in New York City before being conscripted into the United States Army in the 1940s. While in the Army, Dever had 14 AWOLs and many incarcerations (Watson 308). He would later be shipped to England where he married an English woman. However, he would abandon his wife and their child and at one time was faced with 15 counts of indictment for forgery, burglary and impersonation in Massachusetts. He could he heard at one time remarking after leaving Florida without telling his wife , â€Å"but I forgot to tell my wife, she didn’t know where I was, but she took me back when I came home† (Watson 308). Another time he was heard remarking after being indicted for burglary, â€Å" hell I didn’t need the money, I would just get an idea and I would go out and do it. Maybe I hurt somebody doing it but I have had fun† (Watson 308). Thus, it is from this story that Gary Watson (309) observes that this sort of thoughtless behavior by Dever causes so much grief, but the psychopath has a blank incomprehension of the moral responses which his inconsiderate and malicious behavior elicits. This is what makes a psychopath so chilling as opposed to people with other anti-social behaviors. The psychopathic profile is characterized by egocentricity and self-centeredness which makes them lack concern. Watson’s argument is based on a thesis that there is the co- occurrence of moral and prudential deficits in psychpathy. As such, there is one striking aspect about psychopaths. They are as careless of themselves as they are of others. Therefore, Watson’s argument is that since psychopaths have a blank comprehension of the moral responses that their actions might elicit on other people, they cannot be held morally responsible for their actions. The

Ethics and Leadership Essay Example | Topics and Well Written Essays - 500 words

Ethics and Leadership - Essay Example reporting relationship of the CECOs, as in to whom should they report, and that CECOs should be given the power to enforce the standards at all levels. Not only that but they should also â€Å"have direct, unfiltered access to the governing authority to solicit advice and receive information† (Kavanagh, 2007). The paper outlines the responsibilities that a CECO has in an organization s/he is assigned to, proposing that for a CECO to effectively do his/her job, it is essential that s/he be provided with adequate resources. The paper also remarks on the professional and personal skills, qualifications and characteristics that a CECO must possess to be successful at his/her job, also recommending that the CECO be made to continue his/her education and training. Ethics is basically a study of what is the right thing to do in any given situation and what is morally, not in a religious context, correct. It is to do something right. Leadership is also concerned with action, and effective leadership is where the leader guides his/her followers to the right path and, ultimately, towards success. In essence both ethics and leadership are intertwined in the sense that without ethics there is no effective leadership. There is a strong link between the two as it is often the leadership that comes from adhering to ethics that leads to success in any given situation in life, whether it is in a personal capacity or a professional