Genogram Paper

In the midst of memories within a person’s childhood, one cannot truly find out everything at a young age. Using a genogram however, allows me to figure out more about my family. Surprisingly, I found out so much about my roots that I never knew before. I also noticed a few health patterns and relationships I never knew where there. Nevertheless, I wanted to include my cousins but that would take more time and a few more paper. Let me take you on my journey in finding out what’s within my family. So I begin with my grandparents from both my mother and father’s side.My grandparents from my mother’s side both are in heaven. Interestingly enough they both passed on the 17th which is interesting; they were also a few years apart in age! I asked my mother if my grandparents had ancestors from places other than Dominican Republic; she stated my grandfather’s mother was Puerto Rican, and their parents migrated from Spain. Both of my grandparents had a lot of health issues. They both have had a history of asthma and problems breathing. My grandmother had more than one issue with her health. She had skin cancer and never attended to it.My grandmother was close with all of her nieces and nephews. I was really close with her and she was one of the people who inspired me with school. They eventually migrated to the United States but had all of their children in the Dominican Republic. My grandparents from my father’s side still live in the Dominican Republic. My grandfather was lucky enough to live as old as 93. He passed away due to old age. My grandmother is my only grandmother I have left and I wish I had more of a connection with her like I did with my mother’s grandmother. I feel it is due to the distance and not enough time spent together.In addition, my grandmother is 78 now and is almost 20 years apart from my grandfather. My grandparents in the Dominican Republic have lived longer that my grandparents from my mother ’s side. Both of my grandfather’s suffered from high blood pressure issues. There are few similarities I have noticed within the first and second generation in my family. For instance, everyone is Catholic. My brother is an Atheist, my sister now being baptized for Christianity, and me questioning the religions of the world. Another example is everyone being Dominican and being born and raised in that country.Majority of my aunts and uncles including my parents are married and still are married. Let’s move on to the second-generation portion of my genogram. My grandparents from my mother’s side had 11 kids. My grandparents from my father’s side had 6 children. My family, as I now realize, is really big. From my mother’s sisters, one of my aunts, I never got to meet because my grandmother lost her due to miscarriage. Amazingly enough, my other aunt named my cousin after her (Ivelisse). My mother is the youngest of the 11 children my grandmoth er had.My father is the middle child from his mother’s children; I feel this is why my father and I understand each other more compared to my mother. 7 of the 11 children from my mother’s siblings have the same genetics; by this I mean they all look alike in the face. One of my aunts passed away a few months ago in the summer due to asthma and other lung related problems. My other aunt, second youngest sibling from my mother’s side helped raised my siblings and I with her 5 children. 2 of the 11 siblings my mother has is having issues with asthma and high blood pressure; my mother is dealing with these health issues as well.My uncle, the oldest of the 11 siblings, along with my mother are the only ones with a college degree. Everyone else only completed high school and began working shortly after. From my father’s side, everyone but one of my Aunts was the only one to finish her college degree. Everyone else only completed high school. My father and her a re the only ones that moved to the United States. My father’s genetics are similar to all of his siblings; you can actually tell and would think they are six-tuplets by one look in the face. My father and my aunt with the college degree are the only ones married out of the 6.She was a nun before she went to school and I have an uncle from my father’s brothers who is a well-known priest in the Dominican Republic. The second-generation family from my father’s side is actually not as close and very distant from my siblings and I. I have one aunt that inspires the free spirit I have; we act exactly alike and look alike surprisingly. One of my aunts from my father’s sisters has been recently diagnosed with Breast cancer. She is now in chemotherapy and has only 24 months to live. It has taken a huge toll on my family.The expenses have become really tight, and I have noticed a frequent pattern when people in my family become ill. Since my parents make the most m oney from both sides, both families rely on them to provide most if not all the money for any expenses. Which brings me to my parents who have been marriage for 29 years. They had 3 beautiful children. I have a younger brother who is 20 and an older sister who is 25. I am 23, which makes us all 2-3 years apart from each other. I am the middle child and the one with the most motivation to continue school out of the 2 siblings I have.My sister and brother look alike and look just like my mother. I did notice however, I do have my mother’s smile. Out of the 3 my health issues are most related to my grandmother and mother who has had heart and problems with asthma. I am the only left-handed person in my whole family with the exception of my cousin from my mother’s side. My brother is considered to be the smartest child in my family, however, takes his time with school. My sister does not live with us because she married at the age of 19. She now lives in Tennessee and has a child named Mya who is four.I have a close relationship with Mya; I am basically fused with her and she makes my day. My mother also states that we look alike when I was little and she has the same high-pitched scream. My sister also has a longhaired Chihuahua who is 3 years old. My brother had a close but short relationship with my grandfather from my mother’s side. My sister is close with my father; but I feel it is only because she is the first born. My parents even though married for so long, have marital issues that are hostile. My mother has high expectations where my father has a relaxed idea of living life.My parents are also extremely strict; the rules they have had however, caused us 3 to rebel. My brother, my sister and I support each other a lot. I am the only one that I know is bi-sexual in my family. Similar to my grandmother, I had a miscarriage in the year 2009. The relationship my mother and I have is a love and hate thing; which leaves me closed to talk ab out my sexual history or sex in general. She did inspire me to work hard in everything I do and introduced me to psychology for my career. However, my brother and mother have a hostile relationship due to her expectation with school.My sister and I, along with my 4 cousins from my aunt (2nd oldest from my mother’s sisters), have a torn relationship with my uncle (3rd youngest from my mother’s siblings). My uncle used to live with my grandmother. He was my favorite uncle; I remember throwing a surprise birthday party for him because I knew he never celebrated. What I failed to realize at such a young age was that he sexually abused me along with my sister and female cousins. We all met for a sleepover at my house and reminisced about childhood memories and his name was brought up.I later than spoke with my mother about the situation and my mother completely ignored or was in denial that it occurred. She also stated that it was common for things like that to happen in th e Dominican Republic. This is when I knew she would never understand nor take my side because that was her brother. She still wanted me to say hi to him after everything he has done. This is where the family dynamic stands. It is not that I wanted her to take my side; however, as a daughter I wanted her protection regardless if he was related to us. Since my grandmother passed, my mother cut off her other brother completely and the family shifted.My mother does not speak to her sister who helped raised us do to her inconsistent motherly behavior. In my family, the pattern for parents was to work. For example, it breaks the stereotype that wives only stay home and take care of the house and children. There are a few things I have noticed. For one, the relationship between families have been somewhat slaughtered due to traumatic events. Another is that family members rely too much on each other, which then affects the newest members or the new generation to come. My mother has taken o n the role my grandmother had; causing her to have a lot of stress on top of the daily issues at home.Overall, the similarities and memories bring us together. My family is big and is growing more almost every year. Although there are issues, we manage to pull through somehow. With the 3rd generation, there are many differences due to the environment and the society we were associated with then and now in comparison to the 1st and 2nd generation. In addition there is a family secret about my grandparent’s from my mother’s side owning land somewhere. I’m willing to look into that more. Even though my family has so many issues, there is so much more exploring, much more establishing of relationships and new generations to be created.

A Brief History of the Palestine Israeli Conflict

Palestine sits upon the Mediterranean Sea between Egypt, Syria, and Arabia; the land has switched hands many times over the past few thousands of years. Being a holy land for all three Abrahamic religions has led to a brutal conflict between them since their formation. The current conflict in Palestine has been raging for about three quarters of a century, but before it can be addressed some history must be known.For four centuries the land had been ruled by the Ottoman Empire, and as it began to collapse in the late 19th century ethnic Jews worldwide started a semi secular nationalist movement called Zionism which called for a return to their homeland of Israel which was promised to them by g-d in the Torah. In the First World War the Ottomans were on the losing side, and in 1917, with the Zionist movement growing, the United Kingdom’s Prime Minister Arthur Belfour declared that Britain backed the idea of establishing Palestine as a â€Å"national home for the Jewish people. †At the end of the First World War Britain was gifted the newly formed Mandate for Palestine which in its creation carried Belfour’s promise. Not a state, not the sole national home like Zionists wanted, but a place where any Jews who wanted to could go without fear of the persecution that had hounded them for millennia. A few years later the revolt of the Arab people against the imperialist occupation of Great Britain began. Many innocents were killed on both sides, but Britain’s response was incredibly brutal leading to the death, maiming or exile of a tenth of the adult male population.In response The British attempted some reconciliation with the Arab community by creating policies to limit Jewish immigration and property purchase. After the Second World War this limitation on immigration kept nearly a hundred thousand displaced Jews from coming into the country. After a series of uprisings by the Jews in Palestine, and general international disapproval on t he continued immigration policy, Britain decided to end their occupation and leave the question of Palestine to the U. N. Shortly thereafter the U. N. oted in favour of the creation of two separate nations of Israel, for the Jews, and Palestine, for the Arabs. The plan was rejected by the Arabs, and soon thereafter a 5 month civil war between the Jews, Arabs, and the British began. In Mid 1948 the United Kingdom withdrew the last of its troops and the new Jewish state declared its independence which signaled the start of the first Arab-Israeli War. A day after independence was declared Iraq, Syria, Transjordan, Lebanon and Egypt declared war on the newly formed state of Israel.Although outnumbered the better organized and better armed Israelis eventually won the war capturing half of the territory that had been mandated to the nation of Palestine. The rest of the country was split between Jordan and Egypt. Hundreds of thousands of Palestinians, more than three quarters of the Muslim population, were forced out of their country in a day now known to the Muslim world as al-Nakba. In response to this there were a series of pogroms against Jewish people in Arab states leading to close to a million Jews fleeing their homes and nearly 700,000 of them settling in place of the displaced Palestinians.More and more displaced Jews found their way into Israel in the succeeding years and tensions rose higher and higher between Israel and the Arabs. Palestinians given some autonomy from Egypt in the Gaza Strip launched frequent attacks against the occupying forces. In the early 60s relations reached a new low; the Arab world refused to recognize Israel as a state, and in 1967 the Holy Land was once again preparing for war. On June 5th 1967 Israel launched preemptive strikes against Egypt, Syria, and Jordan crippling their air forces.With air superiority assured the western equipped Israeli army slaughtered the Arabs and suffered less than a thousand deaths. Israel captured the Gaza strip and the Sinai Peninsula from Egypt, the West Bank from Jordan, and the Golan Heights from Syria. This is when settlers started popping up in the occupied territory. Jews from around the world began to set up housing in the former Arab land; a form of colonialism which lasts to this day. Around this time the Palestine Liberation Organization formed.The PLO is a political and paramilitary representative of the Palestinian people comprised of a number of different political parties. The largest of which are Fatah, a left wing nationalist party then led by Yasser Arafat, and the Popular Front for the Liberation of Palestine. PLO members in the surrounding Arab countries, especially Jordan, attacked Israelis in a number of rocket attacks, bombings, etc. ; this prompted a series of bombings and assassinations perpetrated by the Israeli army and Mossad aimed towards thinning the ranks of the PLO.After Israel attacked Jordan to flush the PLO out Jordan withdrew all support fr om the Palestinians and most of the PLO fled towards Lebanon where they were granted an autonomous region in the south. After six years of failed â€Å"diplomatic† efforts following the six days war another war began during the Muslim month of Ramadan on the most important Jewish holy day Yom Kippur. Egypt, Syria, Iraq, and Jordan attacked Israel who received support from the U. S. After only 19 days of fighting Israel once again won, but it no longer was the invincible bastion against the Arab world that it once thought it was; they had been shaken.On the other hand the Arabs, which had had early success in the war, now felt like they had more of a chance. This combination of events led to the Camp David Accords in 1978 between Egypt and Israel; this was the first peace agreement between an Arab state and Israel. Egypt got the Sinai Peninsula back and in return recognized Israel. . In 1982, in an effort to stamp out the PLO and aid the Christian government, Israel invaded So uthern Lebanon. After eleven months Israel achieved victory against the PLO and their allies, and the PLO subsequently fled to Libya.The PLO continued to represent Palestine in exile much to the chagrin of Israel; a few years later they would bomb their headquarters in Libya completely destroying it and killing hundreds of people. In December of 1987 The First Intifada, a collective uprising of the Palestinian people against the occupiers, began. An increasing series of incidents between Palestinians and Israelis in the occupied territories lead to isolated rioting that soon evolved into a large scale conflict. The PLO and its associates at home quickly assumed control and began guiding the fighting as best they could.The PLO had always been widely secular, and during the Intifada more and more Islamist Palestinian groups began gaining power including Fatah’s main rival Hamas; who, much like the Taliban, received funding and support from Israel to foster discord among Palesti nians. Palestine suffered greatly during the uprising, suffering many times the losses of Israel, but it had some results that seemed promising. The most important was the Oslo Accords; the first true face to face attempt at finding an agreement between Israel and the PLO.The Oslo Accords, on condition of the PLO renouncing terrorism and disarming, established the creation of an interim government for Palestine called the Palestinian National Authority, recognition of Israel by Palestine and vice versa, withdrawing the IDF from what they deemed occupied territories, and set a date five years in the future to finish negotiations and set up a permanent government in Palestine. The PFLP and other hardliners in the PLO rejected the Oslo Accords, refused to disarm, and continue to boycott the PLO to this day.Settlers continued to move into the West Bank and Gaza Strip, atrocities continued on both sides, and the five year deadline quickly sailed by. Late in 2000 a very different Intifada happened; instead of the stone it had become the gun and the suicide bomb. The Oslo Accords had been broken and open warfare began. During the four year conflict thousands were killed on both sides; however, once again Palestinian deaths outnumbered Israeli almost three to one. Towards the end of the conflict Yasser Arafat passed leadership of Fatah over to Mahmoud Abbas and in late 2004 died from polonium poisoning.In 2005 the conflict was declared officially over; later in the year Israel withdrew all their settlers from the Gaza Strip and from four settlements in the West bank. The Gaza strip was in hands of the Palestinians for the first time in half a century. In the 2006 elections Hamas and Fatah won forming a coalition government, and in 2007 this broke down into armed conflict when Hamas took over the Gaza Strip. This week open warfare between Palestinian extremist groups, both secular and Islamist, and Israel in the Gaza Strip began again.For the first time in 21 years air raid sirens are going off in Tel Aviv. Mahmoud Abbas and Fatah still control what little of the West Bank that isn’t occupied. He is going to the U. N at the end of the month in an effort to get recognized as a non-member observer state and make his point for returning to the borders before the six day war; they have the majority needed for state hood, and because they aren’t going for full member status again the Security Council can’t veto. What solution can be found to such a deep rooted conflict? The most widely accepted solution is one of two separate states.A poll taken in Palestine in 2011 showed 34% of Palestinians accepting the two state solutions, but it has much more support in moderate circles in Israel. There are some serious issues that need to be addressed for something like this to happen. What borders would they choose? More than likely would be a return to the pre-1967 borders, only 22% of historic Palestine. What happens to the five million P alestinian refugees around the world when they can’t return to their homes inside de facto Israel? What happens to the Arabs left inside of Israel’s borders? To Palestinians a two state solution is looking less and less likely.The same poll showed 66% support for this solution but as of now support is growing. In this solution, which I will be advocating, a single nation of â€Å"Israstine† would exist upon the historic Palestinian borders. Arabs and Jews would be equal citizens coexisting and both taking part in the government. Israel does not like this plan; Palestinians would swiftly outnumber them and remove their identity as the sole Jewish majority. Unlike the two state solution the problem of getting caught in the wrong borders and having to uproot yourself doesn’t exist. Palestinians in exile could return to their homeland freely.There are of course hard liners on both sides that advocate other solutions: hardliners in Israel that just want to gob ble up the rest of Palestine; hardliners in Palestine that want to completely destroy Israel. Although these will have to be addressed the main focus has to be on the two state vs. binational solution. As I write this rockets are killing civilians; cease fires are being broken; crimes against humanity are being committed. If an agreement can’t be found soon it isn’t going to end well for anyone. A fraction of my Sources Farsakh, Leila. â€Å"The One-State Solution And The Israeli-Palestinian Conflict: Palestinian Challenges AndProspects. † Middle East Journal 65. 1 (2011): 55-71. Academic Search Complete. Web. 16 Nov. 2012. Hoffman, Gil. â€Å"6 in 10 Palestinians Reject 2-state Solution, Survey Finds. † Www. JPost. com. N. p. , 15 July 2011. Web. 10 Nov. 2012. . Kattan, Victor. From Coexistence To Conquest : International Law And The Origins Of The Arab-Israeli Conflict, 1891-1949. n. p. : Pluto Press, 2009. eBook Collection (EBSCOhost). Web. 14 Nov. 201 2. Morris, Benny. One State, Two States : Resolving The Israel/Palestine Conflict. n. p. : Yale Univ. Press, 2009. eBook Collection (EBSCOhost). Web. 12 Nov. 2012.

Andrew Carnegie Essay Example | Topics and Well Written Essays - 500 words

Andrew Carnegie - Essay Example ers and acquisitions, cost minimizing measures, and centralization of supplies created some of the big industry giants in America, and by extension, the world. Andrew’s first venture into the Iron and steel industry was as a result of his engagement in the railroad transport industry, first as a telegrapher and secretary then as superintendent of Pennsylvania Railroad. Here he was charged with, among other things, acquiring the steel rails for the expanding railway networks and engines. Through the railroad contacts he met while working here, he recognized the opportunity of manufacturing the heavy equipment needed for the industry. He was successful in organizing Keystone Bridge Company, the first successful manufacturer of iron rail, and Pittsburgh Locomotive Works into a unit to supply the equipment. He also encouraged George Pullman to join up with him and form the Pullman Palace Car Company to market sleeping cars to the Union Pacific, is so doing he created a monopoly. Eventually, his close ties with John Pierpont Morgan led him to sell his vast interests in the steel industry to J. P. Morgan. The negotiations that ended in Ma rch 2, 1901 to form United States Steel Corporation is the largest such industrial takeover to date. Carnegie is also remembered for his drastic cost cutting measures is partly responsible for the events that shaped the labor force in the iron industry in America. His payment schedule for instance was racial informed. He paid Slavs, Russians, and Italians $12 per week, native-born whites got $22 per week, and Irish and Scots got $16 per week. His steelworks were also said to have been in deplorable conditions. In addition, in his early days as an employer, he is said to have single-handedly fell the giant steel workers union, Amalgamated Association of Iron and Steel Workers. Some of his tactics include hiring strikebreakers and spies, blacklisting workers who were thought to be capable of causing trouble, and maintaining the

Essay on International Business Case Study Example | Topics and Well Written Essays - 2000 words

Essay on International Business - Case Study Example For example. Toyota produces Camry in Kentucky; While Dell produces and sells Pc's in China. Free Trade areas - agreements that reduce tariffs and barriers among trading partners further encourage international trade. NAFTA (the North American Free Trade Area) and the EU (European Union) are examples. Doing Business internationally today is big business. For example the total value of US imports rose from $799 million in 1994 to $135 billion in 2003; Exports rose from $72 billion to $88 billion in the same period. More globalization means more Competition and more competition means more pressure to be 'World Class'. That is to lower costs and to make employees more productive .As one expert puts it ' the bottom line is that the growing integration of the world economy into a single , huge market place is increasing the intensity of competition in a wide range of manufacturing and service industries'.(Dessler:2005) Dixon Ticonderoga is a victim of Globalisation. Dixon has owned one of the oldest public companies of pencil manufacturing in the U.S. His company has enjoyed a long period of success. That halted in the 1970's. That only because China had started dumping their pencils in the U.S market at cheaper rates. And it was only after some time that the duties were imposed on the imports which raised the prices. This helped Dixon's company to make profits ag... And it was only after some time that the duties were imposed on the imports which raised the prices. This helped Dixon's company to make profits again, but then the Chinese kept making better cheaper pencils and as a result after a few years, the imports returned to the high level they were at, before the imposition of duties. Dixon in the meantime was trying rigorously to meet this foreign competition on price. He tried and experimented on making cheaper pencils by using recycled paper. He had to dump the idea as they were getting stuck in the sharpener. He then also decided to use the Canadian Insencedar wood for his premium brand. Later, he started purchasing lower priced Indonesian wood. Dixon started to purchase erasers from a Korean supplier, in an effort to further reduce costs. But the company was still loosing money. And all his efforts were in vain. Theory Application: 'Globalization creates anxieties, largely because of what trade theory and international Economics say about its likely impacts on the geographical distribution of economic activities. Classical Ricardian trade theory, if applied directly to a world of decreasing trade barriers and transportation/transactions costs, suggests that comparative advantage effects will be freed up to play themselves out on a wider spatial scale, leading to rearrangement of activities on the landscape. The economies of places will generally become more specialized, clearer expressions of their globally-redefined comparative advantages '(Ricardo, 1963; Balassa, 1963). International Business Theories: International business also plays a vital role. Some of the International Business theories are: Theory of Comparative Advantage - Specialization: Specialization of products and

What Would Benjamin Franklin's Say, and What Do You Say Educational Essay

What Would Benjamin Franklin's Say, and What Do You Say Educational curriculum - Essay Example While the United States still retains the world’s most elite university system, the nation has fallen behind in primary and secondary education. Increasingly, foreign nations have moved passed the country in the highly critical areas of math and science. For centuries theorists have considered the best way to structure educational curriculum to meet changing needs. One prominent educational theorist was Benjamin Franklin. This essay considers Franklin’s insights on education and then presents my perspectives on the most appropriate educational curriculum. Benjamin Franklin prominently examined the most appropriate education in his considerations for the development of an academy in Pennsylvania. From an overarching perspective, Franklin considers that education should function to prepare students for their entrance into the world ("Archives," 2012). Franklin goes on to state that, â€Å"if Men †¦catch such a Taste for cultivating Flowers, Planting, Grafting, Inocu lating†¦why may not we expect they should acquire a Relish for that more useful Culture of young Minds† ("Archives," 2012). This is a notable statement as it indicates that while Franklin recognizes hobbies are important elements, it is essential that educational curriculum instruction in ‘useful’ skills. ancient customs and morality. ... reat amount of emerging research has demonstrated that Montessori school out-perform traditional modes of education ("Research shows benefits," 2006). I believe that one of the major shortcomings of modern educational reform has been an illusionary belief that all students share the same innate abilities. Through adopting Montessori approaches to education at the primary level teachers, parents, and school systems will better be able to determine the specific interests and abilities the student has and is drawn to. This understanding, rather than the artificial and inflexible public curriculum, can then inform the individual’s further educational experience. After primary education further changes need to be made to the current curriculum in the secondary level. The 21st century has increasingly become integrated with the Internet and social networking. Many schools have already recognized the importance of integrating social networking platforms such as Facebook, Ning, and Tw itter into the regular curriculum (Davis, 2010). I believe that that the Information Age has necessitated that educational curriculum assume a number of profound changes. During Franklin’s time, as evidenced by his strong emphasis on acculturation through instruction in history and ancient customs, there was a great importance for content instruction. Today with the Internet’s emergence as a repository of culture it has become unrealistic to assume that students simply learn a body of history. Instead I believe that secondary curriculum should increasingly focus on instructing students in the means of navigating this complex cultural landscape. During Franklin’s time the primary modes of cultural dissemination were through books. The 20th century witnessed the emergence of film,

Coca-Colas New Vending Machine Case Study Example | Topics and Well Written Essays - 250 words

Coca-Colas New Vending Machine - Case Study Example I would recommend Coca-Cola to follow "price discrimination" strategy in such cases as: (1) different customer groups (lower prices for students and higher prices for business organizations); and (2) when a customer buys high quantities of a product. Pricing is a sensitive and complex decision area affecting sales, costs, and profits for both industrial and consumer goods. For consumers, price reductions and increases have symbolic meanings. A customer may associate a price reduction with a reduction in quality, the anticipation of new models, or even lower prices or poor market acceptance. Higher prices may indicate better quality, a good image, and good value (Das Narayandas 2000). Price discrimination is effective tool when it is applied to each individual consumer. For instance, if a buyer is willing to pay more for a product and receive exceptional quality, he/she should pay more. The second situation when Coca-Cola can follow price discrimination is when a customer buys products in large quantities. For instance, price reductions can be proposed to repeat customers and loyal customers. The third case when "price discrimination" is justified is when the company serves different customer groups.

Master slave relationships in Shakespeares The Tempest Essay

Master slave relationships in Shakespeares The Tempest - Essay Example (I, ii, 519-520). The word ‘slave’ is repeatedly used in the text to refer to Caliban which throws light on the European attitudes towards the people they conquered through imperialism. Similarly, Prospero calls Caliban â€Å"beast† (IV, i, 140), â€Å"devil† (IV, i, 188) and other derogatory terms to refer to his savagery and uncivilised ways. Even though Prospero claims to have imposed penalties on Caliban for violating the honour of his daughter (I, ii, 347-48) one really tends to doubt whether Caliban really deserves all those punishments inflicted on him. Tiffany, in this respect, purports that Caliban’s attempted rape on Miranda â€Å"stemmed from untaught natural impulse than from considered evil.† However, Caliban is destined to suffer from the wrath of his master. However, Caliban is not always submissive or servile. He reacts and yearns for his freedom and rights like a true colonist. His poems display both imaginative and intellectu al capabilities. He is bold enough to state that the island was presented to him by his mother: â€Å"This island’s mine by Sycorax my mother† (I, ii, 331) and thus he expresses his rightful claim to own the island. In the same way, Caliban’s intense longing to take revenge on his master is also evident in the play when he joins with Stephano and Trinculo to plot against Prospero. His revengeful attitude also made clear when he regrets of not being able to molest Miranda. He believes that if he had succeeded in his rape attempt he could have â€Å"peopled..../This isle with Calibans† (I, ii, 350-51) and taken the power back from Prospero’s hands. Thus, Caliban’s character displays feelings of... This paper illustrates that one can find Prospero’s magical powers being highlighted in The Tempest whereas his oppressive nature is depicted as subtle. However, deconstructive critics hold that â€Å"each term in the opposition depends on the other for meaning† and as such it is clear that Prospero masterly position in the play is directly related to Caliban’s servile or beastly existence. A deconstructive understanding of the text shows The Tempest is not merely a story of an island inhabitant and his master; on the other hand, the text aims at breaking the legacy of colonialism or imperialism that underpinned Britain’s history of slavery and empire. It can thus be seen that The Tempest deals with the themes of power and control within a master slave relationship between Prospero and Caliban. Caliban remains a servant to many masters varying from his mother Sycorax, the original colonizer to Stephano whom he takes as his own master to challenge Prospero. One can clearly notice that a number of characters in the play compete for the colonial control of the island and each one has specific colonial ambitions for the island. Even though Prospero succeeds in retaining the control of the island against all conspiracies his rule and the way he treats Caliban who is the rightful owner of the island raises questions of fairness, morality and rights. Thus, it is evident that the play depicts all the necessary tensions, uncertainties and master-slave relations that characterise colonialism and both Prospero and Caliban are signifiers for the greater imperial world order.

Commentary on Nicolas Stargardts article, The Final Solution Assignment

Commentary on Nicolas Stargardts article, The Final Solution - Assignment Example Nazis and Hitler hence blamed the Jews for all the economic and social problems that were experienced in Germany. As the pure race, it was their duty and obligation to exterminate the Jews. Therefore, to a larger extent, anti-Semitism was Nazis idea. Hitler desired to eliminate all Jews. However, the racist idea of the Nazis was supported by many people in Germany. The development of a racist biological anti-Semitism in the 19th century in which the Jews were viewed as distorting the body of politic was the primary cause of the Holocaust Also, the Jews were alleged to be a particular societal problem. This problem hence needed a solution for the nation to survive. Besides this, Jewry was linked to communism. This in turn made the Nazis perceive the Jews as the greatest threat to the middle-class Germans. The Nazis hence set out to eliminate the Jews due to the long, complicated process, in which the Nazis Jewish policy became progressively radicalized2. The presence of the Jews in Ge rmany was regarded as a problem as well as a great annoyance. As a result, they were to be eliminated  so that  the Nazis  could have  a better Germany without the Jews. After all the plans to isolate the Jews failed, but it led to mass killings of about six million Jews, which was the final solution. The Holocaust or the final settlement did not take place suddenly. Rather, it was the result of a long course of anti-Semitism. After gaining power, in 1933, the Nazis used terror and propaganda to enforce their racial and anti-Semitic policies. It was, therefore, the unplanned modeling of the Nazi policies to the Jews that led to the execution of the final solution. The Nazis passed Nuremberg laws that took away all the Jewish human rights. For instance, the Jews were not allowed to attend German universities or schools. They were also not to use sporting facilities, run businesses, or sit on common benches. Additionally, if they happened to leave Germany,

The Piper Alpha Disaster Assignment Example | Topics and Well Written Essays - 1000 words

The Piper Alpha Disaster - Assignment Example 2). In the late 1980s, several maintenance projects were being undertaken, including the changing of the GCM. During this time, the platform was still in operation. On July 6, 1988, a catastrophic fire engulfed the platform, destroying it completely and killing 167 people. On the fateful day of July 6, 1988, one of the workers performing routine maintenance on the platform removed a valve from one of the condensate pumps, pump A. The pump was used to regulate pressure in the event of excessive pressure. In an attempt to seal the open valve, the worker used a round metal plate. The plate was left in place after the shift change that evening, and a permit stating that the pump was not ready for use was left by the worker. At around 9.45 p.m., the gas compression system was blocked by ice and gas molecules. As a result, the other pump, pump B, failed. The workers on shift that night failed to see the permit saying pump A was not ready for use, and activated it (NASA, 2013, p. 3). According to an article in the Energy Library (2009), the nightshift workers did not see the permit stating that the pump was missing a safety valve. Gas leaked through the metal plate and ignited. Although firewalls were in place, the pressure from the burning gas was large eno ugh to cause them to crumble. Although the incoming gas and oil lines were closed, the fire spread through the damaged firewalls. The workers on duty that night evacuated the control room, and the firefighting systems in the control room were in manual mode (Barsa & Dana, 2011 p. 43). This made it impossible for the disaster to be managed. The workers were unable to get to the lifeboat stations due to the intense flames (Allen, 2008 p. 5). Moments later, one of the gas lines burst, injecting close to 30 tons of gas every second to Piper Alpha. The platform ignited. In addition, one of the rescue vessels exploded due to the high temperatures, killing

Magnificent Architectural Space Essay Example | Topics and Well Written Essays - 750 words

Magnificent Architectural Space - Essay Example Its significance can be assessed as two-fold, first from the standpoint of this particular work in the Piranese artistic development, and second - from a stance of considering the role of Piranese in the etching movement, and his influence on contemporary environment. This print belongs to the early works of Piranesi, when he was concentrating on revealing the beauty of architectural forms and his desire to create impossible spaces was just emerging. Being an aspiring architect putting together a living as an engraver in Rome, Piranesi was inspired by his early encounter with the ancient city. It was an experience that significantly shaped his highly personal work as an architect, etcher, and designer. The series the Prima Parte di Architteture e Prospettive, which includes Magnificent Architectural Space, was first published in 1743. Modern editors, Andrew Robison and John Wilton-Ely, agree that it is a truly extraordinary collection of prints, a publication that demonstrates how quickly and deeply the young artist had absorbed, and in many ways transcended, the graphic and architectural models available to him during the early 1740s (Giovanni Battista Piranesi 1972 p.117). According to scholar John Wilton-Ely, the distinguishing characteristics of Piranesi's early works were "the unorthodox combination of classical motifs, the manipulation of superhuman scale, the organization of powerfully receding perspectives upon diagonal axes, and the modulation of space by means of skilful lighting"(Wilton-Ely 1994 p.23). John Wilton-Ely also highlights that Piranesi was the first to convey the "layering of historical change" within a single image, normally by inserting letters of the alphabet against relevant parts of a building's structure; the letters, in turn, refer to extended captions within or outside of the print block. Colin F. Madigan emphasizes the impact of Piranesi's early works on the contemporary environment by pointing out that the prints "expressing the chaotic richness of the classical world were displayed in gentlemen's houses in Europe and their influence on the design of buildings and furniture at that time was significant" (Madigan 1982 n/p). Moreover, the artistic value of the Magnificent Architectural Space should be assessed from the standpoint of the corresponding stage of the etching historical development. If we stop at eighteen hundred and look back at the prints that have been made up to that time, one of the outstanding characteristics of the movement represented in them seems to have been a gradual withdrawal from print making by the more important artists (Ivins 1969 p.96). The number of masters making prints with their own hands dropped significantly and Piranesi was one of the few representatives of this movement in the eighteen hundred. Piranesi etched and published numerous folio print sets of art, architecture and archaeology of Rome that served as source material for other architects and designers. After the artist's death, his son Francesco took the plates to Paris and continued publishing his father's work between

University Thrust Essay Example for Free

University Thrust Essay A Thrust is a broad statement of intended strategic actions. The statement should provide a â€Å"compelling theme that knits together otherwise independent activities and focuses the energies of functional groups on things that matter in the market. † A thrust is intended to create a broad, sharedunderstanding of what strategic actions are intended in planning. Universities around the world must maintain their focus in providing quality education. The institutions’ programs and activities are embedded in its thrust to achieve their vision- mission and objective. A Thrust, when referred to an institution, means as the powerful force in leading the institution in its desired disposition. According to Prof. Edwin L. Apawan, a faculty of College of Education in Notre Dame University, University Thrust is embedded in its philosophy translated to its vision-mission and articulated in its goals and paradigms. In an educational institution, Thrust is very much important for it is the reason why it runs. Everything that the institution does is anchored from its thrust. In Notre Dame University, being an educational institution has cited its University Thrust namely: Formation, Instruction, Research and Extension (FIRE). The focus of the study is to know the Thrust specifically in the field of Instruction and Extension and whether if it is running in the Teachers Education Program in Notre Dame University. Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan† cited by Aquino, 1986. The higher education institution must exhibit a continuing quest for excellence in instruction through the quality of its educational programs, outstanding achievements of its students, and above national average performance in the majority of the programs offered requiring government instructions. While each constituent units may have its own thrust in extension that responds to their service area, it may institute mechanisms for the coordination and integration of these activities for more effective use of resource and in order to achieve bigger goals (Sarmiento III, 2009). The University, being a storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. The higher education institution must have credible outreach programs which may take the form of continuing education, application of the research results community services, and many others. The study aims to assess the operation of the Notre Dame University Thrust if it is being worked out in the Teachers Education Program of the said institution among its students. Statement of the Problem The study aims to determine if the University Thrust, particularly in the field of Instruction and Extension are really working in the Teachers Education Program as assessed by the third and fourth year students of the College of Education, Notre Dame University in the School Year 2012- 2013. Specifically, this aims to answer the following questions: 1. What is the profile of the students as to their age, sex and year level? 2. How will the respondents assess if the University Thrust, particularly Instruction and Extension arein reality operating in the Teachers Education Program in terms of: a. ) Instruction delivery by the College Faculty; b. ) Community extension Programs initiated by the College; and c. ) Involvement of the College to community exposures? 3. How is University Thrust been able to run in Teachers Education Program? Significance of the Study The study will tell if the University Thrust is working in the College. The assessment of the University Thrust in the Teachers Education Program is important among the Administrator, Faculty, and the Students of theCollege of Education. Administrator Knowing the Thrust runs in the college or not, may help the Administrators become aware of the college’s needs and problems regarding the implementation of the programs and activities that fulfill the operations of the University Thrust especially in the field of Instruction and Extension. As a result, the Administrators will be able to plan programs and activities for the College that will be anchored from the two specific University Thrusts. Faculty The result of the study will help the teaching staff be aware if their instruction is anchored to the desired criteria suggested by the University Thrust in the area of Instruction. This would help them whetherthey will espouse, amend, and seek new ways in delivering their instruction that would fit and reach the expected outcome attached from the criteria. The study will also help the teaching staff in incorporating and integrating Community Extension related activitiesin their teaching approach, strategy, method, and technique. This will help them achieve the criteria recommended by the Community Extension. Students The students’ assessment will indicate certain strengths and weaknesses in the variables considered in the study. This would help in the improvement of the programs and activities in developing them accordingly, especially driven by the University Thrust. Scope and Limitation The study is concerned with the assessment of the University Thrust, FORMATION, INSTRUCTION, RESEARCH, and EXTENSION (FIRE), if it is conveyed in the Teachers Education Program in Notre Dame University. Its focus is specifically in the field of INSTRUCTION and EXTENSION. This would tell if these two Thrusts are actively operating in the College: if students are aware of the University Thrust (FIRE); if the programs and activities conducted in the College are attached with these specific Thrusts (FIRE); and if the teaching staff’s delivery of their instruction, as perceived by the students, is anchored in the desired outcome suggested by the Thrust. Furthermore, the respondents are limited only among the third and fourth year students enrolled in the College of Education for the School Year 2012-2013. Definition of Terms To process the understanding of discussion in this study, the following terms are herewith defined operationally: University refers to Notre Dame University as an educational institution. University Thrust refers to the FIRE (Formation, Instruction, Research, Extension); the driving force of Notre Dame University as an educational institution which is embedded from its objectives and paradigms; it intends to create a broad, shared understanding of what strategic actions are intended in planning; it is where the university’s programs and activities are inclined. Administration refers to those who organizes and operates activities, programs, educational planning and curriculum in the Teachers Education Program. Faculty refers to the teaching staff who implements and supervises the University Thrust, specifically the Instruction and Extension. Students refers to the third and fourth year students of the College of Education; the ones who will simplify the realization and utilization of the University Thrust that was being translated by the Administrators and Faculty. Instruction refers as one of the University Thrust which is focused on the Curriculum and other learning opportunities involved; as the word itself defines, it is the programs of studies done. Extension refers also as one of the University Thrust which is concerned with the activities held outside the Institution; also refers to the community involvement and community service. Chapter II Review on Related Literature This chapter contains the summary of relevant concepts, ideas, and research findings as well as conceptual framework. Related Literature. Topics discussed include the following: Thrust as the driving force of an institution; Instruction and Extension as Thrust of an educational institution; Administration and Faculty’s role in the operation of Thrust in the Teachers Education Program. Thrust as the driving force of an institution Business, government, educational, and many other institutions run because of a driving force that enables to do. In an interview, Dr. Joel Genzon of Notre Dame of Cotabato, Inc. , said that â€Å"Thrust is a driving force that provides the meaning why an institution carries out a certain action or   work. This action or work is commonly known as the one that strengthens its foundation that enables an institution fulfill its Vision-Mission. † In an interview with Prof. Elsa C. Tamse, the Executive Assistant to the President of Notre Dame University, she defined Thrust as the direction and guide of the school for a particular school year that will help in the attainment of the vision of the school. It is anchored with the vision and mission of the school or university. This is being reviewed and changed to meet the particular vision the school wants to attain. It is also in the Thrust that the strategies are crafted so that the mission will operate to achieve the school’s vision for the year. Instruction Instruction is defined by Saylor and his colleagues as â€Å"the actual engagements of learners with planned learning opportunities; thus, instruction can be thought as the implementation of the curriculum plan (Aquino, 1986). The program of studies required and implemented by the university should have well defined and clearly stated objectives and learning outcomes and should meet prescribed standards. The teaching and learning process used in instruction should be appropriate, varied, and should facilitate the wholistic development of the students. The process should reflect to the institutions’ teaching learning framework. Learning should be available inside and outside the classroom. Variety of teaching-learning strategies should be used. For an effective instruction the teaching-learning environment should be conducive. It should be well-equipped and can offer comfort and can accommodate a number of students per session. The learning outcomes of the academic program should be well-defined. Instructional supervision program should exist that includes practical measures: requirement of syllabi, informal dialogues with students and faculty, class visitations, and evaluation of text examinations. Faculty should encourage students to join activities such seminars and educational associations that would help them in developing their instruction. Students should be oriented on the availability of academic guidance and counseling. This is for them to be guided by their instructors if there are some difficulties they are encountering with the delivery of instruction by their teachers (PAASCU). Extension One of the important functions of a higher education institution is to have an Extension program. Vis-a-vis instruction and in light of recent technology advancement, extension complements and fills in the gaps left by instruction especially for those who, for multifarious reasons, cannot access formal instruction to gain individual information (Wakat, 2010). The university being storage, generator, and disseminator of knowledge, should make an impact on the community within its reach. Although its graduates will naturally be involved in the development of the community where they work and live, there are a lot more people who were not able to have formal university training, and the need outside help to make them productive members of the community. It is in this light that the university has the Community Involvement. This acts as the university’s arm in directly reaching out to the people in the community who need help – technical, financial and moral- to improve their living conditions. This mandate is carried out by means of programs like: training and non-formal education. This is done through non-degree training programs, extending financial assistance, if possible. Through Extension the university shall contribute to the development of empowered citizenry capable of making the rational decisions pertaining to the improvement of their livelihood, work productively and efficiently, and be confident part of the mainstream society in their community. Generally, Extension service is the process by which technology and innovation are transferred to an identified clientele with ultimate objective of improving the way of life of the people. Then Senate President Marcelo B. Fernan defined extension service as a concept that encompasses people empowerment and human resource development geared towards human capital enhancement, and technology and facilities diffusion among the â€Å"masang† Pilipino, if not, the poorest of the poor. (www. mseuf. edu. ph, 2012) Community involvement should be one of the basic aspects of the University. This is accurate and true, most especially in a progressing country like the Philippines, where community involvement may be matched to the total effort whereby the university relates itself to national, regional and local imperatives of development. The university, in educating citizenship, should implement not just through academic and professional programs through the pursuit of the fundamental objective of total human formation. It should also include a necessary social aspect. In so applying, it should maintain the focus on the academic, the professional and the personal development. A university that is exposed to community involvement actually enhances pride, dignity, and integrity, extends its identity and achieves greater and larger goal. In the attainment of this goal, such services will take place in the community through programs conducted in the expansion of the university. The community involvement of the university must consist not only about building community awareness and producing graduates in the professions or vocations where they can serve their communities competently and they may achieve personal upliftment. It must also include guiding and motivating students, faculty and staff towards community service and give them chance to be exposed to the community and actual service and to make them more sensitive to extension as an integral part of instruction and research; to establish the structure that will ensure coordination, communication, planning, linkages and monitoring of extension programs; To establish necessary infrastructure to sustain the extension program of the University; to integrate extension into both curricular and co-curricular activities; to formulate clear-cut policies on extension among the various sectors/colleges in the University: and to strengthen coordination and cooperation between and among sectors. The university’s commitment to community service and development should be carried out through projects and activities, which are well planned, organized, implemented, evaluated and supported by the school (PAASCU). Community involvement is an institutional community extension program whose commitment is towards community service and development. It works hard to the conscientization of men and women, equitable distribution of benefits and provision of equal access to opportunities through the optimal use of resources and human expertise in organized cooperative effort. It achieves such through giving of technical assistance in the form of functional education, community organizing, health programs, cooperative formation, capability building, women in development, income generating project and technical assistance. The role of Administrators and Faculty in the operation of Thrust in the Teachers Education Program Administration The Administration of a certain institution plays a very important and has specific roles. It undertakes to be accountable to be efficient and effective when it comes in managing and facilitating the institution especially in administering the instruction and extension as the two of the University Thrust, to its constituents. For an administration shall: * Develop and maintain a school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning to harmonious and progressive school-personnel relationship; * Assume and maintain professional behavior in his work and in his dealings with students, teachers, academic non-teaching personnel and administrative staff; * Render adequate report to teachers, academic non-teaching personnel, and non-academic staff on their actual performance in relation to their expected performance and counsel them on ways to improve the same; * Understand the curriculum and instructional processes of the institution (Aquino, 1986); * And conduct public services where it can be the training ground for young men and women to develop leadership qualities, civic involvement, community participation, training in management and other non- academic areas (Franco, 1994). The following are stated as the expected roles and responsibilities that the Administration should execute in order to pertain and deliver ‘what is due to them’. Litchfield (1956) has identified three broad, functional areas of administration: (1) policy, (2) resources, and (3) execution. These functional areas are applicable to the three fields of administration, including educational administration. A policy is defined as a statement of those objectives that guide the actions of a substantial portion of the total organization. The resources of administration are composed of people, money authority, and materials. Execution is a function of integration and synthesis of resources and policies that are intended to achieve a purposeful organization (Aquino, 1986). Faculty The roles and responsibilities of a faculty member are closely confined to the main functions of higher education. Their roles as an individual supports to the vision-mission of the University. Faculty members, however have similarities on their responsibilities to commit themselves fully to their teaching obligations, to participate in the development of the programs imparted by the institution as a whole, to engage scholarly activities, and as appropriate to support the University in its goal to render public services. One aboriginal formal description of these functions was pertained in the 1915 â€Å"Declaration of Principles† produced by the American Association of University Professors (AAUP). According to the declaration, the colleges’ and universities’ functions are â€Å"to promote inquiry and advance the sum of human knowledge, to provide general instructions to the students, and to develop experts for various branches of the public service† (Joughin, pp. 163-164) cited by Aquino, 1986. A faculty member shall also play the role of facilitating and processing of influencing their students towards setting and achieving goals. They should help the group to decide on its goal, able to tolerate uncertainty without anxiety or angry, reconciles conflicts and turns confusion into order, exhibits good judgment and conviction, able to create a climate for creativity and innovation and emphasizes productivity and promotes the growth of students. Theoretical Consideration Social psychologist Douglas McGregor of MIT expounded two contrasting theories on human motivation and management in the 1960s: The X Theory and the Y Theory. (Theory X and Theory Y- Leadership Training from MindTools. com, 2013) The Theory Y behavioral pattern states that: * Employees under this pattern believe that expenditure of physical and mental effort in work is natural as play or rest. * Workers will exercise self-direction and self control in the service of attaining goals and objectives. * They believe that rewards are associated with individual achievements and contribution to group goals. * The average human being learns under proper condition. They seek responsibility to grow and develop as responsible person. The work groups have different values that influence the managerial pattern of leadership. A work group that value independence and unilateral decision making can influence the managers style to be one involvement and participation. On the other hand, the manager should adjust his style when the employee displays an opposite value. The Manager, therefore, must know when to ring the bell to change his course of action. (Pereda, 2011) On our study which focuses on the Notre Dame University Thrust as seen in the teacher education program of the College of Education, the Theory Y Behavioral Pattern visualizes the pattern in which the board of administration processes the crafting and developing of the strategic plans and they have the capability and talents to increase production and develop better services by means of making a direction to reach a particular vision the school wants to attain for a particular school year. This will be translated among the lower sectors/department heads (colleges) that will translate it among the students to see the effectiveness of the developed thrust if it supported the mission in attaining the vision of the school. Chapter III METHODOLOGY This chapter contains research design, respondents, research instruments, sampling design, and data gathering procedure. Research Design The researcher employs the descriptive research design. It describes the perceived effectiveness of the Notre Dame University Thrust, especially in the field of Instruction and Extension, as operated in the College of Education; profile of the College of Education Third and Fourth Year students; and programs and activities being conducted in the College anchored in the University Thrust. Respondents There are 105 third year students, composed of 17 males and 88 females, and 91 fourth year students, composed of 27 males and 64 females who are the respondents of the study with the total number of 196 students. The respondents came from the Notre Dame University College of Education, enrolled during the School Year 2012- 2013. Research Instrument The researchers will use a Key Informant Interview questionnaire and a survey questionnaire instruments in order to gather the data needed in the study. The Key Informant Interview is conducted to the Notre Dame University College of Education Dean and Program Head. The interview is composed of questions that intend to get further information about the programs and activities that the College is conducting. The information is compared to the result of the survey to see if it will coincide with each other making the result of the study reliable. The survey questionnaire will cover two (2) parts: Part I, it’s the profile of the students, specifically the name, gender, and age; Part II are the questions regarding the programs and activities operating in the College of Education that are anchored from the Notre Dame University Thrust (Instruction and Extension). Sampling Design Using the census method, the data will be collected from every member of the total population of the respondents. The respondents will be identified by getting the whole number of population of the Third and Fourth Year students enrolled in the College of Education during the Second Semester of the School Year 2012-2013. Data Gathering Procedure. The activities to be undertaken in the process of gathering relevant data which the study requires: The instruments ready, researchers’ sent letters of permission to the Dean of the College of Education to administer the survey questionnaire. Upon the approval of the letters, the researchers will personally distribute the questionnaire to the respondents. APPENDIX October 18, 2012 DR. MA. CORAZON C. NATANO Dean. College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace and love! We, the students of Notre Dame University taking up Bachelor in Secondary Education major in English are currently enrolled in Educ 314B with the descriptive title Thesis Writing. In line with this, may we ask permission from your good office to get a list and conduct a survey for our thesis entitled â€Å"An Assessment of the University Thrust as Translated in the Teacher Education Program in Notre Dame University†. The data will be helpful to us in the completion of our study. We are hoping for your positive response towards our humble request. Very truly yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Research Adviser January 16, 2013 DR. MA. CORAZON C. NATANO Dean, College of Education Notre Dame University Cotabato City Dear Dr. Natano: Greetings of peace! We are in the process of formulating our survey questionnaire in relation to the study â€Å"An Assessment of the University Thrusts as Translated in the Teacher Education Program of Notre Dame University†. We thought of looking into the Annual Programs and Services of the College of Education as one of the vital documents related to the implementation of the University Thrusts. Hence, we would like to ask permission to have a copy of such documents with the assurance to keep it confidential. Our sincerest thanks for being a helping factor to our research. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser January 9, 2013 DR. DOLORES S. DAGUINO Vice President for Academic Affairs Notre Dame University Dear Dr. Daguino: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education January 9, 2013 PROF. ELSA C. TAMSE. Executive Assistant to the President Notre Dame University Dear Prof. Tamse: Greetings of peace and love. We are third year students of the College of Education and working on a research trying to assess whether the University Thrust (Formation, Instruction, Research, and Extension) are evident/functional in the programs and services in the Teacher Education Program in our own department. We feel that we need help from people who can best enlighten us about it. Hence, we seek your help. We would like appreciate much it you can lend us some documents that will lead us to better understanding of the NDU Thrust. Thank you very much for your kindness. Respectfully yours, MA. CHARIS ELLA AMANDO BUTCH PASCUAL RACHEL ANNE NUNEZ ResearcherResearcherResearcher Noted by: CHARLITO K. CORTEL, JR. Adviser DR. MA. CORAZON C. NATANO Dean, College of Education Key Informant Interview Questionnaire: 1. What is University Thrust? 2. How important it is especially to be run in the College of Education? 3. How is this University Thrust being translated to the college and to the students? 4. What are the specific programs and activities conducted in the College of Education that are anchored in the University Thrust? 5. Why it is those activities/programs are done? For what reason/s? 6. Are those activities/programs enough? Is it appropriate? 7. Do the activities/programs conducted for the students really helpful? And meet the prescribed standards? 8. What are the efforts done by the faculty and staff of the College of Education for these activities/programs to be successfully implemented? 9. Are those efforts enough? Why? And why not? 10. Are those activities/ programs enough to tell if the university Thrust is really operating in the college? 11. Do you think the college already met the prescribed standards of the University Thrust? Survey Questionnaire: Part I: Students’ Profile Name: _________________________________Sex: ________ Age: ________Year Level: _________ Part II: Survey questions Instruction: Rate the following questions according to what you have observed in the College. Scale:4- Strongly Agree (SA)2- Disagree (D) 3- Agree (A)1- Strongly Disagree (SD) Instruction: 1. The objectives and learning1234 outcomes are well-defined and clearly stated. 2. The given objectives meet1234 the prescribed standards. 3. The learning objectives reflect 1234 to the institution’s teaching learning framework. 4. The teaching and learning1234 process used in the class is appropriate and varied. 5. The teaching- learning strategies 1234 used by the teachers varied depending of students’ learning styles and multiple intelligences. 6. The strategies used in1234 the class facilitate the holistic development of the students. 7. The use of Learning Teams are being1234 facilitated well in the class 8. The instructions used1234 in the class are useful inside and outside the classroom. 9. The teachers practice research-oriented1234 Instruction. 10. The teachers require students with 1234 research-based assignments, projects and assessment tasks. 11. The teachers provide for1234 Collaborative activities that encourage Students to work with learning teams. 12. The teachers provide for 1234 individual tasks that develop students communication skills and promote students HOTS and critical thinking. 13. The teachers conduct activities 1234 that develop students to become problem solvers, creative thinkers and independent learners. 14. The teachers integrate current issues1234 in the course to develop students to become sensitive and responsible of their roles in social transformation in Mindanao. 15. The teachers integrate multi-cultural1234 issues in the course to develop among students respect of diverse culture and faith. 16. The teachers design academic tasks1234 that requires students to develop their ICT skills and utilize technology resources. 17. The faculty in the college1234 encourages the students to join activities such as seminars and educational associations. 18. The teacher is using seat plan1234 and checks the attendance. 19. The learning environment1234 is conducive for the students. 20. The learning environment1234 is well- equipped and offers comfort and accommodates a number of students per session. 21. The learning outcomes1234 of every academic program held in the College are well- defined. 22. The students are well- oriented 1234 on the availability of academic guidance and counseling. 23. The Academic Support Programs in the College are wellconducted and facilitated: * Enhancement program in English1234 * Tutorial Class in Mathematics1234 * Faculty-Student Consultation1234 (eg. tutorial, thesis consultation). Extension: 1. The college has an adopted community. 1234 2. The college has programs involving 1234 Community extension. 3. The students in the College of Education are1234 exposed to community. 4. The college is developing students by 1234 allowing them to be exposed in the community to achievecommunity awareness and personal upliftment. 5. The teachers in the college give activities1234 whereincommunity extension involved. Specify what kind of activity/ies: __________ 6. The college also gives technical assistance1234 in formof functional education, community organizing, health programs and other community programs. 7. The college includes: a.Guiding and motivating students, 1234 Faculty and staff toward community service andgives them chance to be exposed to the community and actual service to make them more sensitive to extension as an integral part of instruction and research. b. Establishes the structure that 1234 will ensure coordination, communication, planning, linkages and monitoring of extension programs. c. Establishes necessary infrastructure1234 To sustain the extension program of theUniversity. d. Integrates extension into both 1234 curricularand co- curricular activities. e. Strengthens coordination and 1234 cooperation between and among students. 8. The college’s commitment to1234 co.

They left all the weak ones here Essay Example for Free

They left all the weak ones here Essay Due to George thinking that Lennie may embarrass him, Lennie is in Crooks room. Slim an George an everbody [went into town]. George says I gotta stay here an not get in no trouble. I seen your light. This implies that George was telling Lennie to stay at the ranch. Presumably, George had Lennie to do this as he wanted some time away from George. As Lennie did not ask for a proper reason, and obeyed George, he simply stayed at the ranch. This shows that Lennie lacks the mental strength to question George, and the will to defy George and socialise with fellow ranch workers. In 1930s America, laws were set by the government which discriminated against coloured people, and there were laws which would now be considered racist and against the US Constitution. Crooks is not allowed in the bunk house because of this racism. [Im not wanted] Cause Im black. They play cards in there, but I cant play because Im black. They say I stink. Well, I tell you, you all of you stink to me. Crooks is not allowed in the bunk house solely because of his colour, which is why he lives in a house in the barn. Although he shows anger when speaking to Lennie, he doesnt stand up to anyone who is strong enough to have it backfire. This shows both Lennie and Crooks are week and are discriminated against, as Crooks soon realises. Crooks uses the companionship between George and Lennie as an example of his weakness as he is black. Spose you didnt have nobody. Spose you couldnt go into the bunk house and play rummy cause you was black. Howd you like that? This shows that Crooks has a pretty sombre and pessimistic attitude on life, and is jealous of the way that Lennie has a companion. It also shows that Lennie is angry and upset about the prejudice agenda that the USA had at that time. At that time in America, white people generally were de facto superior to black people. Well, you keep your place then, Nigger. I could get you strung up on a tree so easy it aint even funny. When Curleys wife, who is white, says this, it shows that she was using her position as a white woman to stop Crooks from talking back to her, and slowly but surely make him feel diminished. When she says that she can have him strung up on a tree, it refers to lynching him and hanging him from a tree, which was rather common in the Southern United States in the 1930s. The use of the word nigger, which is a taboo word nowadays, shows that Curleys wife has the superiority to use that word in a derogatory manner. This also brings up the theme of racism, which is a recurring theme of Of Mice and Men. When Curleys wife made the racist retort, Crooks ego seemed to grow smaller and smaller. Crooks had reduced himself to nothing. There was no personality, no ego nothing to arouse either like or dislike. He said, Yes, maam, and his voice was toneless. This shows that in the toughest of times, Crooks is unable to fight back. It also shows another side of Crooks, that he is a sensitive and submissive man, contrasting with the side that we saw in the first part of the chapter where he seemed a confident man who can sometimes be a bully. This also shows that, in the 1930s, although black people were given the constitutional rights to defend themselves (in a court, although they did too have the right to bear arms for defence), white people frequently hung black people without a fair trial. Although it was becoming less frequent it still occurred, especially in the Southern United States, where California (the place in which the book is situated) is in. Crooks had been shaken by Curleys wife statement, which he regarded of as true. Candy said, That bitch didnt ought to of said that to you. It wasnt nothing, Crooks said dully. You guys comin in an settin made me forget. What she says is true. Although only a threat (albeit a very harsh one) Crooks knows that it is ultimately true. The way that Crooks said it can also be noted. He said it dully, which can be noted that he was upset by the statement, even if he has probably heard it before. Curley seems to strive to be treated normally, but eventually realises that in the end, because he is black, and because he is a cripple, he will probably never be treated well by anyone, and will have to have it tough until he dies, or, which is sadly a concept, is killed.

Suspense Techniques Applied By Alfred Hitchcock Film Studies Essay

Suspense Techniques Applied By Alfred Hitchcock Film Studies Essay Suspense, horror, and creative are some of the words that describe Alfred Hitchcock s films. Something that no one had ever seen on screen was the techniques Hitchcock used. He was known as the master of suspense for his ways of manipulating and creating the sense of fear in the audience. Knowing the meaning of fear since childhood, he was believed to be the inventor of the suspense and horror genre in the film industry, improving movies with new technology and ideas to deliver exactly what he wanted to viewers to feel and understand. The film The Birds (1963) was a masterpiece and a thriller directed by Hitchcock that had many effective and brilliant techniques that are still used to this day. Alfred Hitchcock (August 13, 1899-April 29, 1980) was born and raised in a middle class family in London, England. Fear was the key emotion Hitchcock was very familiar with while growing up that played a huge part in the films he directed. At the tender age of five, his father sent him to a local police station many times after misbehaving and was put in jail for several minutes. The policeman returned to let him go, just to remind him that this is what naughty boys go though if they get into trouble. His mother would punish him by making him stand up at the foot of her bed for hours. Because of his overweight body figure, he stated that his childhood was very lonely and sheltered . He first went to school at St Ignatius College, but right after his dad died when Hitchcock was 14 years old, he went to the School of Engineering and Navigation, where he was fascinated by photography and film. His first job was working as a title-card creator for the film company Paramount Pictures. It took Hitchcock five years to become a film director. Being a perfectionist, Hitchcock would draw every single scene on his storyboard before shooting a film. This was one of his styles for which Hitchcock became famous. He was very dedicated to his art from the start of his career. Some techniques Hitchcock used were with the camera. The camera would capture shots that were made to build suspense so the audience can see something that the actors themselves don t see. An example of this technique being used was in The Birds. Melanie Daniels, the protagonist of the film, was sitting in front of a jungle gym smoking a cigarette. Black birds, which had attacked Melanie viciously earlier in the film, started gathering behind her, but she did not know, the viewers knew. This technique agitates the audience because something frightful can happen and we can do nothing to warn her. Knowing something that something bad can happen to an innocent makes the audience worried mixed with fear. Another technique he used was the subjective shot where th e camera was placed in the human eye perspective. The camera would stray around the setting or place mischievously looking for something unusual in a room, as if it is a detective itself. This allows the viewers to feel like they are involved in revealing the problem. Before sound films came out, the directors of films had to find a way to communicate to the audience what is the plot of the story, and Hitchcock used this technique even after sound films came out because it was so successful. He used this technique in The Birds. Perhaps the most suspenseful part of the movie was when Melanie was walking slowly up the stairs in the dark with a flashlight in her hand. The camera was put at Melanie s perspective, and we can see how frightening it can be to be in that position when we know that if she goes to the room on top of the stairs, the malicious birds will be there, waiting. The camera would start with a close-up of the actor, and then cut to the shot what they are seeing, and th en back to the actor to see his reaction. The sound of her footsteps was quiet, her breathing shallow, almost no sound was being heard. Finally, when she opened the door, she was attacked brutally. Suspense building was a major technique Hitchcock was famous for using. What we as humans find most horrendous is to know that nature can turn on us and that no place is safe. The Birds had several scenes where this technique was used, one of which was at a children s birthday party. The evil black birds came swooping down and started attacking the children, pecking until their flesh was open and bleeding. This behavior by the birds was unexplained; there was no answer as to why the birds were like this, which caused insecurity to the actors which is framed closely to show the emotion, therefore causing the audience to feel insecure also. The house was attacked during a night, windows were broken, doors were being pecked open, and the roof was being destroyed. At this point in the movie, the actors show deep concern about their safety and that their fear doesn t stop from the horror from coming, and the fear the viewers gain is exactly what Hitchcock was going for. Hitchcock s movies were planned to perfection. His ideas were sketched for every scene and chose his actors carefully that would break the clich or stereotype of people. He was well aware of what the audience was about to go through when they are watching the film, and this is what makes a great film director. Hitchcock wrote, produced, and directed films up until 1979. Despite his fondness for murder, chaos and shock, Alfred Hitchcock led a quiet life with his wife and daughter. In the last year of his life, Hitchcock was honored with the American Film Institutes lifetime achievement award. The master of suspense died in 1980 in Los Angeles, but his techniques are still alive today.

My Response Phase Portfolio - Hot-Seating, Roleplay, Cross-cutting, :: Drama

My Response Phase Portfolio - Hot-Seating, Roleplay, Cross-cutting, and Marking the moment. My Response Phase Portfolio Hot-Seating When we Hot-seated Johnny we found out a lot of information about the character. Little things such as "How old are you?" helped. By Hot-seating we learned that even such things , that matter so little can help develop a drama. We could also find out personal details that he probably didn't want anyone else to know. By doing this we could then decide how to develop the plot and characters. For example, If I asked Johnny "Where do you live?" and his reply was "By the Sea", we could produce a scene on the beach. This is just a typical example of how Hot-seating helps. Roleplay When we did a short Roleplay we could see how Johnny acted towards life, and this allowed to take a sneak at what everyday life is like for Johnny. We also got to see how he acted towards family and friends. On rare occasions we might be able to see how Johnny got himself into this situation. This helped us explore the text because we could see how he acted and what he does, If there are any problems and could those problems be solved. For example we might see Johnny in a pub with a drug gang after him because he owes money. We can now understand and see how and what life is like for Johnny. We (As an audience) could then decide whether to deal with the problem or just let it get out of hand. This is just an typical example of how Roleplay helps. Cross-cutting When we used Cross-cutting we saw how Johnny got himself into this bad situation of a drinking problem. This helped because we could see how others reacted to his drinking problems. For example we found out that Johnny's parents really did care for him, even though Johnny went around telling people his family were dead and that they wouldn't care anyway. We found this strategy helped because we could see what life was like before and while his problem occurred. Marking The Moment We marked the moment when we was developing our first scene in our drama. The scene was about Johnny in a pub, he was there drowning his sorrows. However when he thought life couldn't get worse 2 drug addicts came in asking for their money. Johnny had to tell them that he didn't have the money and they didn't like it. So they beat him up and leave him on the pub floor, threatening him before they leave. and he was being chased up by drug addicts for there moneyText Box: .

Tips on Writing :: Literature

Tips on Writing There are many different aspects to consider when writing a paper. In order to get the reader's attention, the topic or thesis has to be of interest. Choosing a title appropriate for the essay is also important. Detail and proper structure are also important. These things combine together to make a good essay. The title of an essay is important to the way a reader views the essay. Some titles turn the reader off to the article. In the definition essay we chose, "The Value of Honesty," the title explains that the article is about honesty and that honesty is being valued. Our second essay, "Unlikely Learning," lets the reader know what the essay is about. It talks about the learning a student experiences in unexpected places. "Athenian Adventure" is a good title because the essay is full of the adventures of a day in Athens. The fourth essay we chose was a narrative, "Blue Band Emotional High." This was a good title because it explained the feeling of being chosen as a band member. We think the titles of the essays we chose were good indicators of what the essays were about. Along with capturing the reader's attention, coming up with an appropriate title and adding plenty of detail, a well-written essay has to have the proper structure. Structure consists of an introduction paragraph, several body paragraphs, and a conclusion. Examples of strong structure can be seen in "Blue Band Emotional High." In this essay, the writer uses a strong thesis sentence to build her body paragraphs upon. she writes, "The proudest moment of my life was when I became a member." The following body paragraphs go on to describe the rigorous practice, the suspense of waiting in the trampled field waiting for her name to be called, and then finally hearing it over the megaphone declaring her a member of the band. Without this kind of structure the essay wouldn't even be worth reading. All in all, structure is an extremely important element, if not the most important to good essay writing. A good piece of writing has to keep the audience interested and entertained. If it's hard to keep one's attention on writing, the reader won't fully comprehend it. It would be hard to have every reader interested in one's writing, so one should appeal to a certain audience.

Not a Pencil Essay -- Writing Technology Invention Essays

â€Å"Not a Pencil† Everyday millions of people around the world use some form of writing. When they send an e-mail, sign a check, or read a billboard these people are utilizing a technology that has been around for centuries. Like the wheel, writing is hardly ever viewed as a technology when compared to HD televisions, cell phones, and X Box. However, the way people write and what they use to write are more complex technologies than they seem. For nearly as long as writing has been around there have been those who have discussed, challenged and praised this technology, but these kinds of theories can sometimes be difficult for a literate person to consider. By trying to create a new writing technology, such theories become far easier to understand. As part of an assignment for my writing class, I was asked to invent my own writing technology including something to write with and on. For my writing technology, I formed words with the juices of leaves and wrote on a piece of bark. To do this, I first needed to find a piece of bark that was big enough to write on and light enough so that the writing would show up. After getting a few pieces of bark from the trees near my house, I began experimenting by printing on them with the leaves from a houseplant. I did this by twisting one end of the leaf and smearing it onto the bark. Once I figured out the bark that worked the best, I wrote the words â€Å"Not a pencil.† I wrote this for two reasons. One reason is because it pointed out another writing technology that people rarely consider, the pencil. Secondly, it referenced the emphasis Denis Baron puts on the pencil in his article, â€Å"From Pencils to Pixels.† How â€Å"good† my writing technology came out is dif... ...iting works the same way. My own experience with leaf juice and bark was a crude type of technology that probably won’t extend beyond my own one time use. If someone were to build off of that idea though, and maybe create a tool that dispensed leaf juice onto a very smooth, light-colored piece of bark, then this technology’s application may venture into many unknown abilities. Works Cited Tribble, Evelyn B. and Anne Trubek, eds. Writing Material: Readings from Plato to the Digital Age. New York: Longman, 2003. Baron, Dennis. â€Å"From Pencils to Pixels.† Tribble and Trubek 35-53. Baron, Naomi. â€Å"The Art and Science of Handwriting.† Tribble and Trubek 54-61. Ong, Walter. â€Å"Writing is a Technology that Restructures Thought.† Tribble and Trubek 315-37. Plato. â€Å"From Phaedrus.† Tribble and Trubek 360-64.

Middle-Class Homelessness in America Essay

Can you imagine yourself standing in line in hope for a cot at a shelter to share with your family, or waiting for a warm meal in a soup kitchen? This is what many middle-class American citizens have succumbed to. Has the American dream been lost, has the middle-class lost its position in the American economy, and has the inequality of income cause the demise of the middle-class? By focusing on the health care reform and record low unemployment rate we overlook the underlying problem; the dwindling middle-class, the backbone of our country. Many studies have been conducted to define middle-class without much success. It has been attempted to relate it to annual income. One study states that yearly incomes between $32,900 and $64,000, another between $50,800 and $122,000, and the U. S. census bureau middle 60% of incomes is the largest range of all lies between$ 20600, and $102,000 as what defines middle-class. Dan Horn notes in the Cincinnati Enquirer â€Å"Psychologist Ken Eisold, a contributor to Psychology today, said, though, that the way people describe their social status has more to do with what’s going on in their heads than their wallets. † Eisold goes on to say that â€Å"it’s really more about identity†. Horn adds that Julie Heath, director of the University of Cincinnati’s Economics Center agrees with Eisold that saying, â€Å"We’re a middle-class family has more than a financial connotations to it, it has a salt-of the earth to it. That’s the bed rock. Essentially this shows that Americans do not base their social status on their income alone, but also on their personal accomplishments and views of where they have come from and where they are going. That being said, the bed rock of the middle-class comes from one of the most common descriptions what living in America is all about; the great American Dream. History tells us that this emotion connected with being middle-class started showing up in the 1830’s. In these times people came to America hoping for the best, and they clung to ideas of how they would make it. They believed that if those ideas and values were kept, that they were middle-class, even if they were not financially. This is how the idea of the Leave it to Beaver life style came into being. In the 1950’s men took white collar jobs while women stayed home and maintained their house and families. They bought homes in the suburbs, nice family cars, and made safe investments. This provided them a sense of stability and many believed this is what the American dream is all about. Today, in pursuit of the dream, to maintain their middle-class status many Americans have higher incomes than their parents did but both parents are working. Yet while doing the best that they that they can possibly do, many are watching their dreams shatter. Erin Currier, director of the Pew Economic Mobility Project, said â€Å"stability is one of the biggest threats to the middle class today. † She goes on to say, â€Å"Though born into middle-class, many fall out by adulthood. † This is due to inflation of basic needs such as health care, day care, college funding, and the rise of the inequality of income. One term often referred to when relating to the middle-class crisis is Income Gap. As defined on the internet by investapedia. om, the income gap is the unequal distribution of household and individual income across the various participants in an economy. A sociology and political science professor at the University of Arizona who studies income inequality and poverty, says that over the past three decades â€Å"is slow income growth compared to general economic growth†¦ a bigger and bigger portion of economic growth has occurred to the wealthiest 1 %, whether the measure is basic wages or total compensation,† says Lane Kenworthy. (CQ researcher 3) There is political risk involved with this shift that is greater than economics and family finances. A large middle class, especially one that is politically active, tends to be a kind of anchor that keeps our country from swinging back and forth. There are typical values that middle-class families acquire and pass on to their children and those values tend to be good for democracy,† states Teresa Sullivan, provost and executive vice president for academic affairs at the University of Michigan, and the co-author of The Fragile Middle Class: Americans in Debt. (CQ Researche r 2) The new millennium looked very hopeful for the war on poverty in America. The federal poverty rate was the lowest it had been since 1974 according to CQ Researcher. The next 4 years even better with Housing prices doubling in many cities and increase in home equity loans that brought the Home-ownership rate up to an all time high of 69 percent. In 2008 we would not only see the sand shift out from the false growth of the economy led by the banks and lending companies but our government bail the banks out with $700 billion rescue bill, They did not however bail out the borrower and many lost their homes. Leading to the current middle class crisis. These issues, the rise of the inequality of income and the shattering of the American dream, have led us to the downfall of the middle class. In more recent years the middle-class are finding themselves not only having a decrease in their income due to layoffs and downsizing, but while not able to maintain their dream are losing their homes due to foreclosures. They are now finding themselves sleeping in their cars, if fortunate to still have one. They are waiting in lines for food and shelter, and bathing in gas station rest rooms, standing on street corners and highway exit’s begging for money or work. I have a personal interest in this research because I consider myself a middleclass American who lived through these years of the housing crisis and recession, I have lost a business, I am dealing with the short sale of my home and a threat of foreclosure, I have suffered through divorce and currently I am a struggling single mother. In conclusion the decline of the middle-class has hit very close to home. Although the hope of the American dream dies a slow death in my own heart, because of the continual economic status and burden of the cost of living rising, many like me are losing hope.

Politics-Administration Dichotomy: A Century Debate Essay

IntroductionOne of the around principal(prenominal) theoretical build ups in reality governing eubstance is the giving medication activity- arrangement wave- failicle duality. For more than a century, the arrangement face wave-particle duality has been unmatched of the about disreputable Issues in the playing bea of cosmos judiciary. The governance- governing duality has had a contrasted history in park ecesis. It expands and contracts, rises and falls, precisely never to go a expressive style (Svara & Overeem, 2006 121).At the heart and soul of the mankind authorities is kind among executive contri scarceeors, on one hand, and politicians and the humans on the a nonher(prenominal) hand.The disposition of that relationship and the prudish character of governmental sympathiesal attractors and administrators in the administrative and governmental operate afford been the subject of considerable up decline. In immensity of the governmental science and nerve, Waldo (1987) wroteNothing is more rudimentary in thinking ab forbidden earthly concern presidency than the nature and interrelations of governmental relation and judicatory. Nor argon the nature and interrelations of government and formation matters exclusively for academic theorizing. What is more serious in the day-today, year-to-year, decade-to-decade operation of government than the ways in which governing and boldness argon abstractized, rationalized ,and relate one to the other.12PH.D student of exoteric brass section, Tehran University, Tehran, Iran. PH.D student of in the habitual eye(predicate) organization, Tehran University, Tehran, Iran.130ADMINISTRAIE I point general 17/2011 political sympathies- ecesis wave-particle duality A carbon thinkIn this article we re forecast history of the political relation- brass wave-particle duality in five section. First, we examine unsullied conceptualizations of relationship amid gove rnment activity and boldness in early authors invoices such(prenominal) as Wilson, Good promptly and Weber. We wherefore show that how the wave-particle duality pretending rise afterwards fo chthonians by the scientific resuscitate and the principles of system Movements.Then, we describe relationship in the midst of authorities and governing body after scientific management that in this meter the government activity- disposition wave-particle duality spurned and forceful on administrators polity make reference, specially at a humbleer place the rising unre unbendinged establishment (NPA).In adjacent section we contend that how in 80 and 90 decades insisted on judicial interval of form _or_ system of government and validation by the hot do of import heed (NPM) and the Reinventing brass (RG) Movements. In ut near section, we re descry current trends and views on debate that introduce the complementarily perplex of government and administration.1. a rchaeozoic views ab come forward the political relation and administration relationship Wilson, Goodnow and WeberAlthough the governing-administration duality was non catamenia as a theoretical construct until the late mid-forties when it first became an important render in the literary works of familiar administration, most scholars now trace it to Woodrow Wilson. Wilsons essay (1887) with title of The training of plaque was not cited for galore(postnominal) years after normalation, bargonly it is an exemplar of an stream of liberal thinking about government in the late nineteenth century.Wilson intended to rampart administration from political onus, He wrote The bowl of administration is a topic of business. It is admitd from the hurry and strife of governance. judicial system lies outside the proper sphere of governance. administrative questions ar not political questions. Although political relation sets the t engages for administration, it should not be suffered to manipulate its finishices (Wilson, 1887 18). Wilson was concern with both(prenominal)(prenominal) the corrupting and politicizing interference of political party make-ups in administrative affairs (Stillman, 1973).He was critical of the way sexual relation handled force legislative races. He orderd that Congress form _or_ system of government qualification was haphazard and its superintendence was weak. When Wilson suggested the cle arr polariation of government and administration, he was seek to streng whence and redirect the former while protecting the latter (Svara, 1998 52). In The Study of presidential term, Wilson explained the grade of influences of organization as follows human race administration is detailed and systematic executing of human race law just the usual lawsare obviously outside of and above administration. The broad plans of governmental challenge are not administrative the detailed execution of such plans is administrati ve (Wilson, 1966 372). brass AND habitual way 17/2011131political relation- boldness wave-particle duality A carbon conceiveHowever, Wilson originally considered political relation and administration as independent, scarce afterward embraced variate of the wave-particle duality, which assumed that politics and administration interact to mend the organic state (Martin, 1988).In this time Wilson avouched that administrators would directly ascertain and respond to human race opinion. Therefore, they should be come to in the indemnity cover and elective officials should be involved in the administrative process (Wilson, 1966 375).Wilsons change of legal opinion rear end be explained that On the one hand, He admired the administration of European countries and proposed learning from them, which would not hire been potential unless administration was distinctly part from politics. On the other hand, his ultimate concern was to aid democracy, for he rememberd that th e function of administration was to consecrate democracy from its own excesses (Yang & Holzer, 2005 113-4).Miewald (1984 25-6) contend that this view of administrators was even clearer in Wilsons by and by lectures that stated the real function of administration is not only ministerial, but adaptive, guiding, discretionary. It moldiness accommodate and realize the law in practice. In Miewalds view, such administrators in any show window were politicians and they moldiness(prenominal) wear the freedom to list estimable decisions. forefront Riper (1984 209) stateed that Wilson raft not be blame or regress credit for originating the dichotomy.In his view, Wilson give care around of his contemporaries, simply wanted to offer the adherent (not political) disinterest of the civil service. Svara (1998 52) advocate that Wilsons view of the administrative function was broad and not consistent with the dichotomy model as it came to be supply ulterior. He refer to this Wil sons credit line that large powers and unhampered discretion face to me the indispensable precedents of debt instrument for administrators.The European version of the dichotomy was accepted by hound Goodnow. In his book political relation and memorial tablet (1900), Goodnow attacked to the executive, legislative, and judicial functions as three elemental functions of government. Instead, he argued, there were dickens base functions of government the conceptualisation of the popular ordain and the execution of that willing. The three traditional powers were derived from the deuce functions, and each of the three branches of government unite in incompatible measure boththe pattern and the execution of the popular will. Goodnow argued that the function of politics was to express the states will and the function of administration was to effect the states will. He satisfied that it was analytically possible to screen out administration from politics, but operablely impo ssible toad the ii functions to one branch of government (Goodnow, 1900 9-13). Goodnow argued that certain aspects of administration were harmed by politics and should generate been shielded from it.He argued political retain over administrative functions is unresistantto produce in in effect(p) administration in that it makes administrative officers feel that what is demanded of them is not so much work that will improve their own department, as compliancyfulness with the behests of the political party (Goodnow, 1900 83).132ADMINISTRAIE I management prevalent 17/2011Politics- presidency wave-particle duality A Century upsetSvara (1998 53) turn overd that in Goodnows writing there is a persistency amidst the political and administrative spheres, not a insulation of the both, except as it applies to insulating administrative staff from partisan political inference. Because of Goodnow and other scholars at this time were enkindle in streng and thening the relationship among administrators and choose officials or else than separating them. In sum, It should be recognized that Wilson and Goodnow aimed to eliminate the spoils system by freeing administration from political interjection and establishing a merit system in its place.They especially opposed political ap orchestratements and bear (Caiden, 1984 53-7 Fry, 1989 1036 Rohr, 2003 xiii-xvii Rosenbloom, 2008 58). They were more concerned with the improvement of administrative practice than with establishing a theoretical cook up (Stillman, 1973 586). In other word, the dichotomy was not merely an analytical device for them, but first of all a practical imperative. To Wilson and Goodnow politics bore too watertight an bewitch on everyday administration.Theirs aim was to take politics out of administration (Fry,1989 1036-7). In early twentieth century, Weber too arrived to a dichotomy among politics and administration, but from the reversion direction of Wilson and Goodnow. Weber argu ed that politics are too weak to curb administrative power, and that is the danger of Beamtenherrschaft (government by functionaries) that treat government. Therefore, he insisted that it was essential that administration stay out of politics (Weber, 1919/1968 28). In Politikals Beruf Weber gulls a shrill line amid administrators and politicians jibe to his proper occupation, the genuine civil servantshould not engage in politics, but administer, above all impartially. Hence, he shall precisely not do what the politician, the leader as healthful as his following, essential always and necessarily do, namely, fight. For partiality, fight, passion are stadium are the politicians element. (Weber, 1919/1968 27-8)According to Weber, in the political controversies public administrators should operate above all impartially and remain politically neutral. In sum, It should be said that in fo downstairs s views it was partisan politics they wanted to dungeon apart from public administ ration rather than politics per se (Van Riper, 1984 209 Ranney, 1949).Overeem (2005 317) contended that in its realal conceptualizations the dichotomy amid politics and administration implied a deep concern about the political neutrality of administrators. Whether attempts were make to take politics out of administration, as in the case of Wilson and Goodnow, or the other way around, as in the case of Weber, the aim was always to render administration impartial, an outsider to political controversy.ADMINISTRATION AND globe MANAGEMENT 17/2011133Politics-Administration wave-particle duality A Century reach2. Toward the dichotomy drum of the politics-administration dichotomyconcept after fo down the stairssYang and Holzer (2005 114) believed that in deciphering Wilson and Goodnow, practitioners and academicians incorporated their own beliefs and reconstructed (or distorted) the deuce authors plans. This misreading, they argued, is no surprise because in faint-hearted of the Pro gressive context Openness to the disengagement of administration from politics was necessary if public administration was to emerge as an independent field, an urgent and legitimate attitude at a time when politics contrarily intruded into administration, as exemplified by the spoils system.There is bargain that the imagination of separation between politics and administration (Dichotomy) diverged from the earlier turn upes by Wilson and Goodnow. Van Riper (1984 209) argue that Wilson and Goodnows cerebrations do not correspond to a dichotomy. Waldo (1948 108), Appleby (1949 16), Golembiewski (1977 9), and Caiden (1984 60) also have same views.Rabin and Bowman (1984 4) content that the attribute between politics and administration set by Wilson and Goodnow had been converted by thirty- slightlything authors into a dichotomy. Martin demonstrates the thinking of the thirties as follows In the atmosphere provided by scientific management, amechanistic concept of public admini stration came to prevail widely and in important circles. Administration was demoted mischievously from the legislative body. Politics was anathema-not the politics practiced by administrators, but the politics of the politicians (1952 667). According to Caiden (1984 60-1), in the thirties, there was a narrower conception of administration as creation the management of organizations without regard to purpose, persons, or objectives, that is a generic science of management. Because of the purpose and manners of the 2 spheres were opposite, not only could administration be taken out of politics, but politics could be taken out of administration.Thus, the dichotomy model and the scientific practice of administration became the dominant modes of inquiry in this time. Demir and Nyhan (2008 83) note that the politics-administration dichotomy sought to minimize politics in public administration by prescribing expertise, neutrality, and hierarchy. This value more than of all was insist ed in the thirties. Van Riper (1984 209-10) also argued thatbetween, 1910 and 1950, there did in the literature and practice of public administration a kind of distance between politics and administration.The driveiness for a sharp socio-economic class was justified to permit scientific methods to be established, and these methods both closed off administration to the untrained politician and at the same time made the administrator an expert who was above politics. In Gulicks view, the politics and administration were differentiated not in terms of principle, but in terms of specialization and the division of labor. He observeThe close for separating politics from administration is not that their combination is a colza of a principle of government. The 134ADMINISTRAIE I MANAGEMENT PUBLIC 17/2011Politics-Administration Dichotomy A Century digreason for insisting that the elected legislative and executive officials shall not interfere with the details of administration, and th at the flagrant and file of the aeonian administrators shall be permanent and skilled and shall not meddle with politics, is that this division of work makes use of specialization and appears to give better results than a system where such a differentiation does not exist. (cited by Waldo, 1948 124)Summarizing such views, It should be said that the dichotomy model was not a direct idea identified by founders of public administration but a sack of those ideas to make them part of the mechanistic approach that dominated in the twenties and thirties. The idea of strict separation (dichotomy model) was part of scientific management and the principles of administration that aban dod beginning 1940 and replaced by ideas that emphasized inter natural action between politics and administration.3. Interaction between form _or_ system of government and administrationAlthough in the thirties some of authors such as Gaus, White, and Dimock had been arguing that administrators should have a role in insurance qualification, but During the 1940s the dichotomy dominated the field of public administration.In the late 1940s and early 1950s, The politics-administration Dichotomy was increasingly criticized, came under attack and was rejected by numerous authors. Waldo (1948 128) reviewed the extensive literature of the geld and think that any simple division of government into politics and administration is inadequate. He storiedAs the 1930s advanced, doubt and refuse increased. In the1940s refutation and repudiation came to the fore. By the 1950s it had become common to refer to the politics administration dichotomy as an oudeucern if not ludicrous confidence (1987 93).We can see the most critical review in Applebys work. In indemnity and Administration (1949), Appleby identified politics as everything having to do with the government and everything the government does. Thus, he concluded, administration could indeed not be no part of it (1949 3). In Applebys view , it is impossible to draw a important institutional distinction between politics or insurance and administration.Any spot dealt with in the hierarchy of government is regarded as form _or_ system of government by those who operate on a lower floor the level at which it is settled, and as administration by those operating above that level. If an issue becomes more controversial, it will rise in the hierarchy and, thus, will be seen as policy by a greater number of functionaries and as administration by a subtileer number of functionaries.Appleby noted that in the perspective of an outside percipient or the public administration theorist, policy and administration are treated in concert at every level (1949 22). Thus, whether an issue is policy or administration becomes wholly relative policy and administration are only two sides of the same coin, ADMINISTRATION AND PUBLIC MANAGEMENT 17/2011 one hundred thirty-fivePolitics-Administration Dichotomy A Century Debateand there is no use in speaking about them as two distinct governmental functions. Appleby concluded that public administration is not autonomous, exclusive or isolated but is policy reservation nonetheless (1949 170). He alsodid draw a horizontal line between partisan politics and other forms of politics Everything having to do with the government and everythingthe government does is political, for politics is the art and science of government. But in terms of mass, only a wasted part of politics is partisan (1949 153).In the 1960sthe role of administrators in policy-making process emphasized because of governments was increasingly troubled by hard social, economic, and security problems such as civil rights and poverty. This tendency was string then din the 1970s, when the Vietnam War, Watergate, and the energy crisis all had an shock on the balance between politics and administration.Because of the political nature of administration was broad(prenominal)lighted, and the dichotomy denounc ed as false, many believed that administrators should actively chip in their own(prenominal) determine and judgments to policy-making (Yang & Holzer, 2005 116).One of reasons for rejecting separation of politics-administration was due ethical considerations that were evident in the mod national Administration (NPA).Frederickson (1976), with certain of the need of public organizations to administrative values such as efficiency and economy, emphasized that values such as equity, moral philosophy, responsiveness, participation, and citizenship should be considered. He argued that this democratic values should be executed by administrators as prudent individuals. executives for the first time were asked to utilize their personal value judgments in public decision-making. Therefore, politics and administration could not to be separate of each other. 4.Return to the dichotomy separation of policy and administration Some of authors believe that in the 1980s observe a return to the dichotomy with emphasize on privatization, decentralization and productivity (Uveges & Keller, 1997).This return go along in the 1990s under the Reinventing government activity and the unexampled familiar Management (NPM) Movements.The Reinventing presidential term by emphasize on need to change administrators role from rowing to steering reincarnated the dichotomy in five ways distinguishing between policy and management, extending it from the inner workings of government to the body politic, freeing administration from political controls in the form of red tape, redefining accountability, and specifying congressional action as politics and presidential action as management (Carroll, 1995). insularism policymaking of policy-implementation also remain firmed by the juvenile public Management. Hughes, one of the NPM proponents, notes mankind organizations do things governments now want to know what they do how well they do it who is in charge and winning responsibility for results. The primary way of achieving this is to permit the animal trainer manage. Meaning that senior manager would themselves136ADMINISTRAIE I MANAGEMENT PUBLIC 17/2011Politics-Administration Dichotomy A Century Debatebe responsible for the acquirement of results rather than being an administrator. Disaggregate anion sum splitting large department into different parts by setting up agencies to de stand upr services for a small policy department. In some ways disaggregation could be seen as a reversion to the ideas of Woodrow Wilson with an organizational split between policy and administration in the division of policy departments and agencies (Hughes, 2003 62-5).According to Christensen and Laegreid (2001 96-101)The economic way of thinking in NPM points to an almost largely accepted axiom that it is more efficient to separate political and administrative functions than them integrated, as traditionally has been the case in most countries.The billet is that a division betwe en these functions makes it clearer that they are different functions with different actors that is the politicians should set the goals and the civil servants implement the policies. They believed that One descent in favour of a live wire division between politics and administration is that an integrated solution makes politicians vulnerable to influence and pressure from civil servants, that civil servants be to invade the political sphere and that a stricer separation of functions makes it easier to control the civil service.The shibboleth let the managers manage, dream uping discretion for managers and boards and not too much daily interference from the political leaders. The implication of this slogan is that antique executives are better at managing and thusly should be given the discretion and chance to do so, thereby reducing the lodge on the political leadership and, by dint of a sharp division between politics and administration, increase political control.Christen sen and Laegreid argued that done devolution and contracting, NPM has sought to separate policy-making more clearly from policy administration and implementation. Policy makers make policy and then delegate its implementation to managers and hold them accountable by contract. 5. Reconceptualization of dichotomy two dichotomiesIn juvenile two decades, some of authors have critic to the classical conceptualization of the politics-administration dichotomy and attempt to reconceptualize it. Montjoy and Watson (1995 232-3) Argue that some of Wilsons parameters certainly do advocate a separation of politics and administration, but what would mean in practice depends upon the interpretations of the key terms.They point out that Wilson actually dealt with two different types of politics, one focused on partisanship and patronage, the other on policy making. Wilson distinctly wished to separate patronage politics from administration and Whether he advocated a dichotomy of policy making and administration is another issue. heedless of what he wrote in The Study of Administration, the implications of his later work are unavoidable administrators were politicians they must have the freedom to make ethical decisions.ADMINISTRATION AND PUBLIC MANAGEMENT 17/2011137Politics-Administration Dichotomy A Century DebateMontjoy and Watson believe that much of the confusion about politics and administration comes from Goodnow. They ask that was Goodnows dichotomy between politics and administration or between policy making andadministration, or were politics and policy making interchangeable for him?They offer an interpretation of Goodnows work base on the assumption of two dichotomies a conceptual dichotomy between policy and administration and an institutional dichotomy between politics and administration. Montjoy and Watson assert that Goodnow used both politics and policy to refer to the expression of the popular will and administration to refer to the execution of tha t will.They ask Does politics mean patronage or does it mean policy making, or are the three concepts indistinguishable? They argue that the consequence may lie in the comment of politics that Goodnow offers in the beginning of Politics and Administration The act or vocation of guiding or influencing the policy of a government by the organization of a party among its citizens-including, therefore, not only the ethics of government, but more especially, and often to the elision of ethical principles, the art of influencing public opinion, attracting and marshalling voters, and obtaining and distributing public patronage, so far as the self-will of offices may depend upon the political opinions or political services of individuals (Goodnow, 1900 19).Montjoy and Watson content that this statement yields two important points. First, politics is definition ally bourneed to that part of the policy-making process, the act or vocation of guiding or influencing the policy of a governme nt, which is well-bred with a particular method, the organization of a party among its citizens. Second, the application of that method explicitly includes patronage.They conceive of Goodnows expression of the public will as the sinless policy-making process, including elections. Politics is that part of the process related to political parties. Therefore, they state, we are go away with two dichotomies. The first is conceptual, dividing the functions of government into the expression of a will and the execution of that will. The secondment is operational, the doctrine that the filling of administrative offices (those chiefly concerned with execution of the will) should not be used by candidates to attract support in the contest for electoral offices. other argument about reconceptualization of the politics-administration dichotomy has been done by Overeem. Overeem (2005 318-22) draw adisti nction between two types of politics partisan politics and policy politics and state th at in these two different types of politics, the stakes are different. In partisan politics the stakes are the powers to make decisions (votes and offices), whereas in policy politics the stakes are the contents of those decisions. human race administrators can have an involvement in the latter, but not in the former. In brief, public administrators cannot (and should not) be excluded from the kind of politics that is inherent to policy-making, but they can (and should) be excluded from politics that has a more partisan character. Overeem explain that in its mid-twentieth century reconceptualization, the politics-administration dichotomy was not so much 138ADMINISTRAIE I MANAGEMENT PUBLIC 17/2011Politics-Administration Dichotomy A Century Debatethickened in its intensity as it was broadened in its scope. The Dichotomys critics suggested that its intention had been to keep administration not merely out of (partisan) politics, but out of the making of policy as well. Often, the dicho tomys critics took what had been conceptualized as a contrast between politics and administration for the parallel, alternative, and occasionally substitutable dichotomy between policy and administration.Indeed, the two dichotomies were more and more taken as synonyms. Overeem conclude that public administration contrasts with two dichotomy 1) politics-administration dichotomy and 2) policyadministration dichotomy. He assert that later should be rejected but former should be accepted.6. refreshful trends complementarity of politics and administration We will finish our argument with focus on a new-fangled model about politics and administration relationship that named the Complementarity pretence. Svara (2001 179-80) explain that the complementarity Model of politics and administration is ground on the enter that elected officials and administrators join unitedly in the common pursuit of sound governance. Complementarity entails separate parts, but parts that come together in a mutually supporting way.Complementarity stresses mutuality along with distinct rolescompliance along with independence respect for political control along with a commitment to mannequin and implement policy in ways that promote the public engage conformity to elected incumbents along with bond certificate to the law and support for fair electoral competition and appreciation of politics along with support for artal standards. Svara believe that Complementarity recognizes the interdependence and reciprocal influence between elected officials and administrators.Elected officials and administrators maintain distinct roles based on their unique perspectives and values and the differences in their formal positions, but the functions they perform necessarily overlap.The figure of bellow show different parts of Complementarity Model. The first part is the political dominance that results from high political control and low administrative independence is the condition that has be en attacked by reformers from the Progressive Era to the present because of their concern for loss of administrative competency and the potential for political corruption. The second part is Bureaucratic self-sufficiency that is feared by critics of the administrative state, who argue that administrators are self-controlling and advance agency interests rather than the public interest.In both situations, Svara explain, either the level of control or independence is extreme, and the key reciprocating value is not present Politicians do not respect administrators, or administrators are not pull to accountability. The third part is the combination of low control and low independence, producing a live and let live attitude among officials. Svara believe that the dichotomy model, which is based on solely separate spheres, would logically fit in this category.ADMINISTRATION AND PUBLIC MANAGEMENT 17/2011139Politics-Administration Dichotomy A Century DebateElected Officialsdegree of con trol unhopefulHighStalemate orlaissez-fairpolitical DominanceLowComplementarityAdministratorslevel ofindependenceHigh policy-making respectadministrativeCompetence andcommitmentAdministrators are move toaccountability andresponsivenessBureaucraticautonomyFigure1. Understanding the interaction between Politicians and Administrator (Svara, 2001, 180)The final part that is the largest space in figure is the zone of complementarity. Svara argue that most interactions among officials reflectcomplementarity, and evidence from local governments in 14 countries supports this generalization. Although in earlier multiplication there was greater emphasis on subordination of administrators linked to greater belief on hierarchy as an organizational principle, interdependence and reciprocal influence are common and longstanding.A condition that presumably was common earlier in the century, high accountability and gibe independence, would fit in the upper-left corner of the complementarity quad rant, whereas recent experience with moderate control and extensive administrative first would be in the lower-right corner. Svara assert that Complementarity Model entails ongoing interaction, reciprocal influence, and mutual deference between elected officials and administrators.Administrators help to shape policy, and they give it specific content and gist in the process of implementation. Elected officials finagle implementation, probe specific complaints about short performance, and attempt to correct problems with performance through fine-tuning.ConclusionsThe purpose of this article was to review literature of the politicsadministration dichotomy. In order to, the authors view about issue on different time periods was argued. The issue of politics and administration is one of the most important issues in public administration as Denhardt introduce dates one of the five main issues in public administration (Denhardt & Baker, 2007 121).Therefore, that is not to be false if we say that the politics-administration dichotomy is the important part of the public administration identity. Thus, awareness of its history can be effective in properly visualise the field of public administration and justly recognition its problems.There are a number of reasons why the dichotomy idea has persisted. It is convenient to explain the division of roles in terms of total separation because it is cxlADMINISTRAIE I MANAGEMENT PUBLIC 17/2011Politics-Administration Dichotomy A Century Debateeasier to explain than a model based on sharing roles, particularly since the separation model does not limit the actual policy contributions of administrators in practice. At the same time, the dichotomy idea shields administrators from test and serves the interests of elected officials who can pass responsibility for unpopular decisions to administrators (Peters, 1995 177-8). In founders view of public administration, politics and administration should be separated. But, it must b e notice that their intention was to remove political interferes of public administration practices. It can be say that founders never clearly rejected the role of public administrators in policy making.They simultaneously emphasized on separation and insulation of administrators from political interference, on one hand, and interaction and incorporation of administrative contributions in the design and the implementation of public policy, on the other hand. Wilson and Goodnow as instauration fathers of the field never advocated the dichotomy attributed to them (Golembiewski, 1977 Rabin and Bowman, 1984 4 Rohr, 1986 31 Van Riper, 1984 209-10), It was after them and under the scientific management and the principles of administration movements that separation policy-making of policyimplementation favored and accepted. Under this movements the strict version of separation was formed.After the classic public administration and under the new public administration approach and because o f need to values such as equity, ethics, responsiveness, participation, and citizenship the role of administrators in policymaking was emphasized. In this time, Because of the political nature of administration was highlighted, and the dichotomy denounced as false, many believed that administrators should actively apply their personal values and judgments to policy-making.In 80 and 90 decades under the Reinventing Government and the parvenue humanity Management Movements observe a return to the dichotomy. Reinventing Government by introduce rowing and steering metaphor emphasized on Separation of policy-making and policy-implementation by freeingadministration from political controls and distinguishing between policy and management. NPM, also, through devolution and contracting has sought to separate policy-making more clearly from policy administration and implementation. Policy-makers make policy and then delegate its implementation to managers and hold them accountable by contr act.Nowadays, it is widely regarded both impracticable and undesirable to keep politics and administration apart and their relationship is presently render as complementary rather than divided (Frederickson & Smith, 2003 15-40 Riggs, 1987 Svara, 1998, 1999, and 2001 Svara & Brunet, 2003). Svarapresent the idea of complementarity as a conceptual framework that includes differentiation along with interaction as an alternative to the dichotomy.The Complementarity model is based on conditions for maintaining the distinction between politics and administration, while at the same time describing how the two are intermixed and prescribing values for preserving this complex relationship.ADMINISTRATION AND PUBLIC MANAGEMENT 17/2011141Politics-Administration Dichotomy A Century DebateReferences1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.APPLEBY, P., 1949, Policy and Administration, Tuscaloosa University of Alabama Press.CAIDEN, G. E., 1984, In grammatical construction of an apolitica l science of American public administration. In Politics and administration Woodrow Wilson and American public administration Rabin, J. and Bowman, J. 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