Law Factual Summary

Factual Summary Susie is a minor, who choose to meet friends at a park at 1 1 pm, when the city law clearly states that a curfew is enforced for anyone after 1 1 pm in the park. Officer ruthless enforced the law, but and the law also states that a person can ride In back of a camper with no seat belt. Jerry a minor with little to no driving knowledge skills was giving Susie and Kathy a ride. The total time from the Incident to when the truck got In accident was 1 hour and a half, Susie lived a mile from the park.The officer loud of either escorted Susie home thus not causing the Incident, or let her walk. But In the end each person Is entitled to their mistakes. Legal Issues In the case of Susie v City of Elsewhere and Officer Ruthless, Is It negligence In the part of Susie and her friends knowing that they were violating the 1 1 :Mom curfew for being In the park? Was Officer Ruthless also at fault for neglecting the comment that Susie stated to him, â€Å"she only lived a few block s from the park†, and not escorting or letting her go home to prevent the accident?The final questions, I as a Judge would ask, is during the one and half hour time span from when the minors were told to leave the park by Officer Ruthless, What events occurred to make the driver get in an accident? Did the minors partake in illegal activities, I. E. Drinking and driving, or illegal drugs? Was there a toxicology report filed from the scene of the crime? There are many avenues of approach that I as a Judge would need to know such as reports to properly handle and file who is at fault in this case.Without the actual evidence from both sides, it will be unclear to know who is liable and who is not. Legal Concept This case is based on the legal concept of minors breaking the law, which in this matter was the 1 1 :Mom curfew. They had known of this law and yet morally choose not to obey it, and instead of going home as instructed by Officer Ruthless, Susie Marks, and her two friends decided to hang out for another hour and a half, thus resulting in the accident. In the state which this case is filed in, the law states it is k to have a passenger ride in the cab of the truck without a settable.Certain laws need to be revamped since this is clearly now a safe way to transport passengers, especially after midnight, when most accidents tend to occur. Analysis/Conclusion With properly reading the statements from both Susie Marks and Officer Ruthless, It Is clear that even though the Officer had told all the parties involved with Susie to leave, they choose to do other activities not relating to the park. The City of Elsewhere and Officer Ruthless cannot be at fault for the time between 1 1 :MOM and the time of the accident.The officer did his Job by obeying the laws and guidelines and Susie and her friends clearly did what they wanted to and as a result got Involved In the accident. Justice is blind but It Is the duty of each Individual to look out for one another In the Interest of life. Negligence on Susie Marks and her friends' behalf led to the accident. Law Factual Summary By greengrocery's ruthless enforced the law, but and the law also states that a person can ride in back was giving Susie and Kathy a ride.The total time from the incident to when the truck to in accident was 1 hour and a half, Susie lived a mile from the park. The officer could of either escorted Susie home thus not causing the incident, or let her walk, but in the end each person is entitled to their mistakes. Legal Issues In the case of Susie v City of Elsewhere and Officer Ruthless, is it negligence in the part of Susie and her friends knowing that they were violating the 1 1 :Mom curfew for being in the park? Was Officer Ruthless also at fault for neglecting the comment especially after midnight, when most accidents tend to occur.Analysis/Conclusion With properly reading the statements from both Susie Marks and Officer Ruthless, it is clear that even though the Off icer had told all the parties involved with Susie to and Officer Ruthless cannot be at fault for the time between 1 1 :MOM and the time of and her friends clearly did what they wanted to and as a result got involved in the accident. Justice is blind but it is the duty of each individual to look out for one another in the interest of life. Negligence on Susie Marks and her friends' behalf led

Delta: Management and Candidates Essay

Supplementary Handbook for tutors and candidates Introduction to Delta Module Three English Language Teaching Management (ELTM) may be regarded as commercially sensitive. Candidates may wish to anonymise the name of the selected language teaching operation in order to preserve confidentiality. Module Three (ELTM) is an alternative to the standard Module Three within the Delta course. It specifically aims to develop candidates’ knowledge of, and competence in: Candidates are advised to narrow down their selected ELTM specialism in order to research a specific aspect in appropriate depth; for example. Staff development within HRM, or Introducing a new course within academic management. a chosen ELT management specialism methods of situation analysis design of change proposals implementation of change proposals Overview of requirements Candidates’ work should demonstrate a sound grasp of general ELT management principles and how these relate to the work of an LTO, and specific principles related to their chosen ELT management specialism, as well as key principles of strategic management, organisational improvement and change management. To achieve these aims, candidates need to: †¢ research a chosen ELT Management specialism †¢ understand and use appropriate methods of situation analysis for the chosen specialism in a specified language teaching operation (LTO) †¢ design a change proposal to overcome issues identified in the analysis †¢ design an implementation plan for their change proposal †¢ synthesise all their learning into a project which can be coherently presented to a third party. Having considered the general principles and implications of the ELTM specialism and chosen topic area, candidates should carry out an independent situation analysis of the chosen specialism leading to the design of a change proposal relating to the area. Candidates should show how their proposal reflects the findings of the situation analysis and should consider how they would subsequently implement the proposed change bearing in mind the principles of change management. The full syllabus can be downloaded at http://www. cambridgeesol. org/exams/teac hing-awards/delta-modular. html The project will be reported in the form of an Extended Assignment (4,000-4,500 words, excluding appendices) and includes 5 parts: Module Three (ELTM) is assessed via an extended written assignment. Part Part 1 1,200 Situation analysis and commentary 1,000 Part 3 Proposal and justification 1,200 Part 4 Implementation 900 Part 5 academic management human resource management (HRM) customer service marketing Introduction: Review and key issues Part 2 Candidates must select one of the following specialisms:Length Conclusion 200 4,500 Candidates who select to do ELTM as their specialism for the Delta Module Three need to have access to a language teaching operation (LTO) e. g. a language school or institution. They also need to consider how they will have access to the data/information they will need in order to proceed with their proposal. For instance, if they are dealing with ‘Customer Service Management’, they will probably need to have access to customer feedback data, material which The total length may be between 4,000 and 4,500 words, but the proportion of words in each part should be approximately as indicated above, and must not exceed 4,500 in total. 1 Assignment outline and guidance for Candidates synthesised a number of different key sources, typically at least 5-6 in Part 1. †¢ Where two specialisms overlap, it is important that one specialism has the priority. So, for example, a candidate may choose Customer Service as a specialism and then design a proposal which includes some ideas related to Marketing. In this case Customer Service would be the specialism and this would be discussed in Part 1. †¢ See note on page 1 re advisability of narrowing down the selected ELTM specialism in order to research a specific aspect in appropriate depth. n? Part 1 Introduction Length: 1,200 words (plus or minus 10%) A brief rationale for choice of the ELTM specialism and review of the key issues. This will include a discriminating review of relevant literature and a consideration of general ELT management principles and how these relate to the work of an LTO, as well as specific principles related to their chosen ELT management specialism: academic management, human resource management, customer services or marketing). n? Part 2 Situation analysis and commentary Length: 1,000 words (plus or minus 10%) Guiding questions An explanation of how an aspect of the language teaching operation (LTO) was analysed, and how the results of this analysis were used to clarify the areas requiring attention in order to improve the current situation within the LTO. †¢ Why did you choose the ELTM option? Why did you choose this particular specialism? †¢ What theories and principles in the academic and professional ELT management literature have you found relevant, useful or  challenging? †¢ What ideas from observation and experience of LTOs have you drawn on? Guiding questions †¢ What is your educational context ? What are the main characteristics of the LTO, e. g. type of language teaching operation, size, purpose, local/national context etc.? †¢ How was the current situation analysed? What is the source of information? (e. g. was data collected by the LTO management or by yourself as part of your job? ) Why were these methods selected? (e. g. as part of institutional management routines, for compliance with accreditation requirements or as part of your own research? ) †¢ Who are the key stakeholders and what influence do they have? †¢ What were the results of the analysis of data? How did you use these results to clarify the focus of your proposal? Advice to candidates †¢ Candidates who choose this ELTM option should ideally have experience of working as an academic manager (such as programme manager, DoS/ADoS), or in a similar managerial role within an LTO. †¢ The context, background, problems, etc. of the specific LTO should not be discussed in Part 1. †¢ Candidates are expected to show understanding of the key issues related to ELTM and their chosen specialism using relevant terminology. †¢ Key issues should be critically discussed and supported with reference to reading and knowledge/experience gained from working in an LTO. †¢ It is recommended that candidates research their chosen specialism by doing relevant reading before planning/finalising Part 2 of the assignment. †¢ The review of the literature should go beyond simply finding one or two sources which describe the specialism, and should show that the candidate has read and Advice to candidates †¢ Candidates should briefly provide a reason for choosing this particular LTO, and give some brief information on their own role within it, if appropriate. †¢ Candidates need to provide a brief overview of the LTO but should avoid being overly descriptive. The purpose of Part 2 of the assignment is to analyse, not simply describe. 2 Guiding questions †¢ It is important that the analysis focuses in detail on a specific aspect of the working of the LTO in relation to the selected specialism rather than being a general analysis of the context. †¢ Candidates are expected to show awareness of principles of management data analysis (e. g. customer/stakeholder analysis). Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists  of factors. Candidates need to show how awareness of these principles has influenced their choice of situation analysis procedures. †¢ Candidates are expected to choose appropriate tools/instruments to conduct their analysis. It is important to show which instruments have been used and why, and to provide examples of all instruments used in the appendix. Where many different instruments have been used, it is important to provide a summary of these in the appendix, preferably in a chart format for readers’ ease of access. †¢ It is also important to demonstrate clearly how analysis of these instruments has been conducted. Analysis of the tools used should be detailed and clearly indicate how priorities for improvement have been arrived at. A clear summary of the analysis, possibly in chart format in the appendix, should be provided, so as to show how the results have been synthesised. †¢ Candidates may make use of data which has already been gathered by others (within the LTO for example), but they would need to analyse or, if already analysed, critique this data themselves. †¢ The results of the analysis need to be highlighted here in Part 2 in brief, and then used to identify key priorities for improvement which feed into designing the  change proposal in Part 3. †¢ What priorities have you identified from the above situation analysis for improving the current situation in your educational context (LTO)? †¢ In what ways is your proposed change based on, or influenced by, your reading of relevant literature related to strategic management and organisational improvement? †¢ What are the institutional and educational aims and objectives you hope to achieve? How will the proposal improve the current situation in your LTO? †¢ What is the content of the proposed change? What are the expected outcomes? How will the proposal work in practice? †¢ What institutional requirements or other constraints have you taken into account? Advice to candidates †¢ It is essential that the change proposal is clearly influenced by the situation analysis from Part 2 of the assignment. †¢ Candidates are expected to show awareness of principles of strategic management and organisational improvement. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to show how awareness of these principles has influenced the design of the change proposal. †¢ The change proposal needs to clearly state the problems which are to be addressed and the aims and objectives of each component of the proposal. It should involve one specific focus rather than a range of smaller initiatives. †¢ The change proposal needs to be realistic and should acknowledge relevant institutional constraints, where appropriate. †¢ While tables or charts may be used to summarise the change proposal, sufficient prose is required to expand details and provide explanations. †¢ It is important for candidates to discuss their proposal from a management perspective and to avoid being too descriptive about the details of the proposed change (i. e.  if the topic is Introducing a new course, the focus should be on how this contributes strategically to the LTO rather than on curriculum theory). Part 3 Proposal and justification Length 1,200 words (plus or minus 10%) Discussion of the content and structure of the proposed changes in relation to the key issues and principles discussed in Part 1 and the priorities for improvement identified in the analysis in Part 2. 3 n? Part 4 Implementation intended outcomes and change management principles rather than simply describing the process. The link between the implementation plan and the change proposal is paramount. †¢ The implementation plan needs to be realistic and should acknowledge relevant institutional constraints where appropriate. †¢ It is important that candidates include some indication of how they intend to evaluate the outcomes of their implementation plan. Length: 900 words (plus or minus 10%) An explanation of how the proposed change will be implemented and why (with reference to the relevant literature) accompanied by a detailed action plan/operational plan, showing how the change will be put into practice. Guiding questions †¢ What approach to implementation will be used and why? How has your reading of  change management, decision-making, and/or project management influenced your choice of approach? †¢ What will be the impact of the proposed change on different stakeholders, internal and external? †¢ How exactly do you propose to implement your proposed change? †¢ How will people and resources be managed during the change process? †¢ In what ways, if any, are your choices of implementation constrained institutionally and contextually? †¢ How will you evaluate the outcomes of the implementation? n? Part 5 Conclusion Length: 200 words maximum Consideration of how the proposal is linked to the key issues outlined in the introduction. Guiding questions †¢ How has your proposal applied the principles you discussed in Part 1? †¢ What do you expect to be the benefits for the LTO of your proposal? †¢ What do you consider to be some of the limitations of your proposal? Advice to candidates †¢ In this section, candidates should summarise how the proposal and accompanying implementation plan will achieve the objectives identified for the LTO. †¢ This should not simply be a reiteration of everything that has been said in the assignment. Some indication should be given of the expected benefits of the proposal to the LTO and some of its limitations. †¢ It is important that all the parts of the assignment are linked and build on one another. Reference to the points made in the introduction are appropriate in this concluding section. †¢ Failure to include a conclusion will lead to the candidate losing marks for presentation and organisation. Advice to candidates †¢ Candidates are expected to show awareness of principles of change management, decision-making and/or project management. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors. Candidates need to relate these factors to their choice of  implementation approach. †¢ The main emphasis in Part 4 of this assignment should be on outlining what will be done to implement the change proposal and how this will achieve the intended outcome. Change management principles should be used to justify the choices made rather than discussing these per se. †¢ It is important that candidates show, through use of a detailed operational/action plan, what actions need to be undertaken when, how and by whom in order to implement the proposed change, and that it is clear how each action leads to an intended outcome. †¢ Candidates must provide a clear rationale for their implementation plan in terms of 4 n? Appendices advised to develop and make explicit their approach to the module. It may be that a whole group chooses the same specialism, e. g. Human Resource Management’, in which case the same input can be provided for all candidates. If a range of specialisms is chosen, then input may be given by tutors with some expertise in the topic area. The purpose of appendices is to provide both supporting evidence and explanatory materials to help the reader make sense of the assignment. Appendices to be attached to main body of assignment †¢ Situation analysis results †¢ Implementation plan  Candidates may wish to register at a centre and receive individual advice and support. In this case, they should advise centres of their specialism, ensure that the centre where they are registered is able to provide this for the ELTM option and check the centre’s arrangements for this provision. Appendices to be attached as a separate document †¢ A completed sample of all analyses used Advice to candidates †¢ The summaries of the situation analysis results and the implementation plan should be attached as appendices to the main body of the assignment (and labelled Appendix 1: Situation Analysis Results; Appendix 2 Implementation Plan). †¢ All other appendices, e. g. samples of analysis instruments and other relevant documentation should be submitted as a separate document. †¢ Appendices should be numbered and included in the contents pages. They should also state what they contain, e. g. Appendix 3: Situation Analysis Instruments; Appendix 4: Suggested Marketing Brochure, etc. †¢ Candidates are not required to include copies of all completed instruments from all participants in the data analysis, but they should include single completed samples. Similarly, candidates are expected to include samples of any relevant documents which  support the change proposal. For the ELTM Extended Assignment, candidates need to have a breadth and depth of knowledge and awareness of issues related to ELT Management. For this reason, it is important that candidates read widely before starting the assignment. Candidates should also read and be familiar with the key principles and issues in the following areas: †¢ †¢ †¢ †¢ management data analysis strategic management and organisational improvement change management project management n? Choice of topic for the assignment The focus of the assignment will be on ELT Management. It is the prerogative of the centre to  decide if they are able/willing to supervise this ELTM option. Candidates will also need to have access to an LTO and data relating to the area chosen as a focus for the assignment so that Parts 2-4 of the assignment can be completed. They will need to consider their own role within the LTO carefully before choosing this ELTM option and before deciding on the specific focus of their specialism. Candidates’ status within an LTO determines their access to information and, for candidates already in a management role, the scope of their responsibilities and limits to their authority. For instance, even someone at middle management  level, such as an academic manager, (e. g. Director of Studies (DoS)), may have little or no influence over organisational structure or HRM policies, while the language teaching operation (LTO) itself Guidance for tutors and candidates General advice Candidates are not required to follow a course to prepare for the Delta Module Three ELTM Extended Assignment. However, candidates who do receive support from their centres will benefit from having a structured approach to their preparation for this assignment. Such support may be in the form of a course, individual/group tutorials, or online packages, and may be provided in parallel with, or separately from, Delta Modules One and Two. Where the ELTM Extended Assignment is supervised as part of a course, each centre is 5 may be constrained by compliance with accreditation or legislative requirements. †¢ Candidates should ensure that the file size does not exceed 10MB. It is especially important that the file containing appendices is not too large as this may cause problems for online uploading and downloading of assignments. Candidates must choose from the list of four specialisms provided. If a candidate wishes to focus on a specialist area not included in the list, the centre may contact the Cambridge ESOL Helpdesk for advice: ESOLHelpdesk@CambridgeESOL. org †¢ Candidates are expected to proof their assignments for presentation and language errors. †¢ The title page should contain details of centre and candidate number, ELTM specialism and topic chosen and the word count. †¢ A contents page listing headings/sub-headings and including page numbers should be provided immediately after the cover page. †¢ Pages should be numbered by using the ‘insert page number’ function in Word. †¢ A running footer should be inserted with candidate name and assignment title. †¢ Headings should be used for sections in the body of the assignment. Sub-headings should be used where appropriate for sub-sections. †¢ The word limit is very important as it provides a form of standardisation for the assignment. Candidates should therefore plan their assignment to cover the criteria within the word limit. Assignments which exceed the word limit will be penalised during marking. Assignments more than 100 words over-length will be returned to candidates unmarked. The Suggested word limits for each section will help candidates organise themselves accordingly. Candidates should use the ‘word count’ function in ‘Word’ (by highlighting all their text between the end of the contents  pages and the start of the bibliography section) to monitor the number of words, and they are advised to note that examiners will automatically check all word counts before marking. (The version of Word used to check the word count should be indicated with the word count on the front cover of the assignment. ) †¢ Footnotes should not be used at all for this assignment. All references and terminology are to be included in the text, and count towards the overall word limit. †¢ Summaries of key data, (e. g. charts which summarise the situation analysis results, overview of the implementation plan, etc. ) may be included  in the text itself for readers’ ease of reference, but further detail, (e. g. questionnaires, analysis of specific instruments used etc. ) should be put into the appendix. n? Staging and planning It is recommended that candidates be advised to address the various stages of the assignment separately, and that a study plan be drawn up so that candidates clearly carry out the necessary background work for each stage before moving on to the subsequent stage. Tutorials may be built into this planning to provide more structured guidance. n? Presentation of the assignment Advice to candidates †¢ The assignment is to be submitted electronically as two (and no more than two) documents with 2. 50 cm margins †¢ The first document should be submitted as a Word (. doc) document and entitled as follows: centre number_candidate number_surname_Delta3_ELTM_month year. doc e. g. 11111_001_smith_Delta3_ELTM_1211. doc The collation of situation analysis results and the implementation plan should be included as appendices in this document. This is to help markers locate essential information and to ensure that all original work is included in any plagiarism check. †¢ The second document may be submitted as a word document or as a pdf. It should be  entitled as follows; centre number_candidate number_surname_Delta3_appendices_ month year. doc or . pdf e. g. 11111_001_smith_Delta3_appendices_1211 .doc (. pdf) Samples of customer/stakeholder analysis instruments should be scanned electronically and included in the second document. 6 n? Reading, bibliography and referencing Edited book: Advice to candidates Bush, T. & Bell, L. (Eds. ) (2002). Educational Management: Principles and Practice. London: Paul Chapman. †¢ †¢ †¢ †¢ Candidates should refer to an extensive range of reading resources. There should be explicit evidence of background reading in  all of the first four sections of the assignment. This will typically include four to six different sources for each section. Some sources may be referred to in more than one section of the assignment but overall reference should be made to at least 8-10 different sources. Candidates are expected to do appropriate research into: ELT Management and their chosen specialism; management data analysis, (e. g. customer/stakeholder analysis); strategic management; organisational improvement; change management and decision-making. Appropriate terminology should be used and sources referred to where necessary. These should be clearly referenced in the text, (e. g. White et al. 1991). If specific quotes are used, they should be referenced using author(s)’ surname(s), year of publication and page numbers quoted (e. g. Fullan 2001:98). Page numbers are not required if direct quotes are not used. The bibliography needs to be presented appropriately in alphabetical order of author’s surname (see examples below). Year of publication, city and publisher should be included. This should be presented after the body of the assignment and before the appendices, and should only include publications referred to in the text itself. The second line of each bibliography entry should be indented. Referencing should follow a recognised format throughout the assignment. It is recommended that this be done according to the APA Publication Manual, (5th ed. , 2001); for more information see www. apastyle. org. Examples of several references are given below. Section of edited book: Stoll, L. (2003). School culture and improvement. In M. Preedy, R. Glatter & C. Wise (Eds. ) Strategic Leadership and Educational Improvement (pp 92-108). London: Paul Chapman. Electronic source: British Educational Research Association. (1992). Ethical Guidelines. Retrieved 19 July, 2011, from: http://www. bera. ac. uk/guidelines. html Associations and corporate authors: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed. ). Washington, DC: American Psychological Association. Note on plagiarism Plagiarised work will not be accepted. Candidates should be advised on what constitutes plagiarism and how to avoid it. Centres should advise candidates that assignments are checked electronically for plagiarism and that plagiarism will be penalised. Plagiarism checks include checks against previously submitted assignments  as well as assignments or parts of assignments which include passages copied from online resources or books. Plagiarism includes: †¢ copying another’s language or ideas as if they were your own †¢ unauthorised collusion †¢ quoting directly without making it clear by standard referencing and the use of quotation marks and/or layout, (e. g. indented paragraphs) that you are doing so †¢ using text downloaded from the internet without referencing the source conventionally †¢ closely paraphrasing a text †¢ submitting work which has been undertaken wholly or in part by someone else. Single author book: Mintzberg, H. (2001). Strategic Safari. Eaglewood Cliffs: Prentice-Hall. Centres should inform candidates that submission of assignments which have been plagiarised will lead to the candidate’s disqualification and a ban on re-entry of up to three years. Journal article: Srikathan, G. & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management 17(3), 126-136. 7 Assessment Presentation and organisation – maximum 14 marks n? The Module Three ELTM Extended Assignment is assessed with reference to a detailed Mark Scheme which allocates marks for  the five assessment categories, each of which is divided into three sub-categories. The total number of marks available is 140, divided as follows: †¢ Academic writing, language and referencing †¢ Presentation, coherence and organisation †¢ Clarity of argument and quality of ideas n? Marking A Principal Examiner guides and monitors the marking process. The process begins with coordination procedures, whereby the Principal Examiner and a team of examiners establish a common standard of assessment through the selection and marking of sample assignments. These are chosen to represent a range of performance across the different ELTM specialisms selected for this assignment. During marking, each examiner is apportioned randomly chosen assignments. A rigorous process of coordination and checking is carried out before, during and after the marking process. Grasp of relevant issues for ELTM maximum 35 marks n? †¢ Review of the relevant general and ELT management literature †¢ Understanding of key issues in the chosen specialism †¢ Application of relevant management knowledge to practice and identification of key issues Situation analysis and commentary maximum 28 marks n? n? Grading †¢ Understanding and application of key principles of management data analysis †¢ Analysis of the instruments used and identification of areas for improvement †¢ Discussion and justification of prioritised areas for improvement in the LTO supported by the analysis Results are recorded as three passing grades (Pass with Distinction, Pass with Merit, Pass) and one failing grade (Fail). The marks required to obtain each grade are: Pass approximately 80 marks Pass with Merit approximately 100 marks Proposal and justification – maximum 35 marks Pass with Distinction approximately 120 marks †¢ Understanding and application of key principles of strategic management and organisational improvement †¢ Justification of the change proposal in terms of ELTM and identified requirements †¢ Specification of the change and its intended effects, and of managing institutional constraints At the end of the marking process, there is a grading meeting to check scores around the grade boundaries. The grade boundaries are set in a way that ensures that the level of knowledge required to obtain the three passing grades: n? n? †¢ is consistent with the grade descriptions on page 9 of this handbook †¢ is the same from one session to the next. Implementation – maximum 28 marks The following information is used in the grading: †¢ Understanding and application of key principles of change management and decision-making †¢ Justification of implementation procedures in terms of ELTM and identified needs †¢ Designing an implementation plan and thinking through its impact on stakeholders †¢ comparison with statistics from previous years’ examination performance and candidature †¢ recommendations of examiners, based on the performance of candidates. 8 Grade descriptions Pass with Distinction Excellent piece of work which shows a very high level of understanding, analysis and application, and which displays originality and critical insight. Very high standard in all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass with Merit Very good piece of work which shows a high level of understanding, analysis and application, and which displays some originality and critical insight. High standard in most of the following areas, but with some room for improvement: †¢ †¢ †¢ †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan Identification of key priorities for change; design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass Satisfactory piece of work which shows an acceptable level of understanding, analysis and application, and which meets the requirements of the assignment. Good standard in some areas, but some room for improvement in most of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. Fail Inadequate piece of work which fails to show an acceptable level of understanding, analysis and application. Substantial room for improvement in some or all of the following areas: †¢ Understanding of: the selected specialism; principles of situation analysis; principles of change management; principles of decision-making †¢ Analysis of key issues in the topic area and the LTO; justification of the change proposal and implementation plan †¢ Identification of key priorities for change; design of implementation plan †¢ Academic writing, presentation and organisation, clarity of argument and quality of ideas. 9 Cambridge English Teaching Qualificationds Delta Supplementary Handbook for tutors and candidates Cambridge English Teaching Qualifications Teaching Qualifications University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Tel: +44 1223 553997 Email: ESOLhelpdesk@CambridgeESOL. org www. CambridgeESOL. org  © UCLES 2011 | EMC/7861/1Y07

Theoretical Position

Theoretical Position Learning Team B PSY/310 Sharon Cohen February 18, 2013 To learn more about the field of psychology it is first important for us to know more about psychology’s past, the psychologist who advanced this field of study and the theories that we are still building on or learning from to this day. Four men who made a great impact on the field of psychology, who may have worked together, and who may have even had drastically different theoretical positions are Sigmund Freud, Carl Jung, Alfred Adler, and William James. In the following paper we will discuss these men and their passions as well as their differences.Psychoanalysis was the theoretical position that Sigmund Freud built and spent most of his life adding to. Psychoanalysis is a way to investigate the mind, especially of the unconscious mind; a therapy of neurosis inspired from the above method; a new stand-alone discipline who is based on the knowledge acquired from applying the investigation method and clinical experiences (freudfile, 2002-2013). Freud is the psychologist who we have to thank for most people believing therapy involves laying on a couch because during free association that is what Freud asked his patients to do, relax, and start talking (Goodwin, 2008).Freud was not the first to speak of the unconscious mind, but he is believed to be the one who made it famous. Freud, who is known for dream analysis and metapsychology, is also responsible for the ego, the id, and the superego. The ego, Freud believed, was conscious and unconscious lying in the center of our personality trying to maintain balance between the id and the superego (Goodwin, 2008). The id is our basic instincts, sex and aggression, whereas the superego would be considered our moral compass, both fight for what they need and contend with reality (Goodwin, 2008).The id is made up of sex and aggression because these two instincts do make up much of our lives and Freud devoted most of his life to exploring this. Sigmund Freud’s perspective concerning the causes and nature of human psychological functioning can be summed up in those two words: sex and aggression. Though most of Freud’s work has been disproven or scarred by the Freudian myths that surround him and his work, it is hard to not admire the advancements that have been made because of him.Even when his work was proven false, it meant that psychologists were examining his theories and possibly forming new theories of their own that will advance us even further into the future of psychology. Freud's years of work put a new way of thinking into the head of society, and challenged the assumptions and suppositions of a changing world (Stevenson, 1998). Carl Gustav Jung made major contributions toward psychoanalysis, but it was not until after he abandoned Freud and psychosexuality that Jung would do his most revolutionary, controversial, and extraordinary work (www. nfoplease. com ). Jung was a creator of modern psy chology, which explains how the human mind facilitates conversations between unconscious types of energies that move within the inside of all of us. The Jungian theory is based on two separate dimensions of human unconsciousness with just one persona, and one archetype of collective human unconsciousness (www. cgjungpage. org, 02/16/13). Personal unconsciousness is any forgotten or repressed type of content that has actually been in a person’s material or mental life.Archetypes of material in the unconsciousness humans have are described as being patterns, symbols, and specific images in which a person can see in their fantasies and dreams that also can appear to them as a theme of a certain religion or mythology in our unconscious (www. psychological-musings. blogspot. com, 02/28/11). The archetypes of images in the unconscious, Jung theorized, mold the human unconscious personality, and this bond together with certain instincts to drive the human psyche.Jung described the h uman consciousness molds the ego according to Jung, the ego was developed in a person because of certain human responses to their environment but also because of a need to adapt to all demands that are formed in the world that surrounds them (www. cgjungpage. org , 02/16/13). Jung described archetypal images as being the transcendent, and described this as being the transcendent function, but he also viewed one’s own wholeness of their self as a type of union together with all immanent plus transcendent types of objects (www. infoplease. com).Jung also included that there is a need for humans to have internal feelings of harmony or a need to adapt internally by homeostasis within the human consciousness and unconsciousness. The unconscious human mind is what contains the specific materials which are needed or are necessary but could prerequisite the persons psychological health, and the conscious human mind will be what assesses both a primitive/spiritual but also a demonic/d ivine type of nature. There are tensions towards a person’s needs to obtain fulfillment but also the need to have social types of conformity plus cultural types of realities (www. gjungpage. org, 02/16/13). In this theory Jung acknowledged that one must, or has to adapt to their own persona so that they can be able to relate to others socially, but he wrote that there is a danger in which a person could become too identified with their own persona but not with their own individual self. Only a complete individual can truly find the meaning in their life, since consciousness will lead to the dissociation from human unconsciousness and this will absorb into the human mass mind (www. psychological-musings. blogspot. com 2011/02).To actually achieve the individuation type processes it will require the use of certain symbols as the vehicle in which there is an irrational type of union between opposite regions of human’s consciousness and unconsciousness (www. infoplease. co m). In analytical psychology, Jung attempted to combine parts of modern psychology with ancient types of religious imagery by using a symbolic form of reinterpreting the Christian but also other types of religious traditions people may have. This eliminates the dogma but maintains archetypal formed materials that are derived from the human collective unconsciousness.These specific symbols of transcendence are what will facilitate the individuals synthesis of human consciousness and unconsciousness but will also provide a base for the persons’ spiritual meaning to life (www. psychological-musings. blogspot. com, 02/28/11). Alfred Adler examined personality around the same time as Carl Jung and Sigmund Freud. Adler had many different theories of the personality but what he truly stuck with was that a single drive or motivating force behind our behavior, claiming that the desire we have to fulfill our potentials becomes closer and closer to our ideals.Adler called this theory th e Individual Psychology because he thought that each person was unique and that no one person were the same in that sense. Adler’s theory included these four aspects: the development of personality, striving towards superiority, psychological health, and the unity of personality. While Alfred was studying personality he came up with the term inferiority complex, this is described as feelings of lack of worth. Alfred wrote, â€Å"We all wish to overcome difficulties. We all strive to reach a goal by the attainment of which we shall feel strong, superior, and complete† (www. ndb. com). Along with inferiority complex, there was also the superiority complex where a person tried to conquer their inferiority complex by suppressing their existing feelings. Alfred believed that each person was trying to get over their feelings of inferiority in order to obtain the superiority. Alfred also came up with that each person claimed that they had an idea of what their perfect self wo uld be like. He names this image the fictional finalism. Fictional finalism applies clearer direction to decisions that are to be made concerning oneself.Adler also believed that the unconscious and conscious worked in union with on another towards fictional finalism (www. muskingum. edu). Adler who was not very big in grouping people into categories came up with four main types of people; three out of four are negative. There is the ruling type, who likes to control people, the getting type who is passive and goes along with everyone else’s’ ideas, and not very inventive for themselves, the avoiding type who will isolate themselves in order to avoid defeat, and last but not least, the socially useful type, values having control over their lives and strive to go things for the sake of society.From reading those four types I have a pretty good guess that the first three were negative, and the last one was a positive type. William James is known as the founder of America n Psychology, but if you ever brought this up to him he would pass on it and say that Dewey was the actual founder of American Psychology. None the less he was one of the most prominent American Psychologist in American history. He was a functionalist. His technique was to ask the very important question of â€Å"why† things are the way they are. His course of study was also to find out why a person was the way they were based on their environment.James (reprint edition 1950) stated â€Å"The phenomena are such things as we call Feelings, desire, cognitions, reasoning, decisions, and the like; and, such superficially considered, their variety and complexity is such as to leave a chaotic impression on the observer† (p 2). These are the very words from William James book The Principals of Psychology. Today’s psychologists would probably not refer to these emotions as a phenomenon. Nor would today’s psychologists refer to one’s feelings as superficial . William James is described as what is known as a functionalist. Functionalists want to know â€Å"Why† why people are the way they are.While most psychologists were interested in what was going on inside a person’s mind, Mr. James was looking outside a person’s mind, taking a look at a person’s environment. This was a unique strategy for its time. What I found interesting, while reading his studies, was that he referred to our memories as being â€Å"god given† for a psychologist to think in these terms there had to be a sort of open mindedness. At the same time though, there seemed to be a sense of individualism. He was the only one thinking this way. This, to me, was actually common within all psychologists.It seems that they all thought they were the only ones thinking in these terms at that time. Mr. James also believes that just because we are aware of a situation, doesn’t necessarily mean we will remember everything that is tied to i t. He believes that we must live through and actually witness or take part in an event to actually have a memory of it. Once again, this goes back to one’s environment. What is the person surrounded by. References: (2002-2013) http://www. freudfile. org/psychoanalysis/definition. html Goodwin, C. J. (2008). A History of Modern Psychology (3rd ed. ). Hoboken, NJ: Wiley. (David B. Stevenson, 1998) http://www. ictorianweb. org/science/freud/biography. html http://www. infoplease. com/encyclopedia/people/jung-carl-gustav. html (02/16/13),http://www. cgjungpage. org/index. php? option=com_content;task=view;id=743;Itemid=54 (02/28/11), http://psychological-musings. blogspot. com/2011/02/theoretical-positions-of-freud-jung. html Fisher, M. (2011, May). Alfred Adler. Retrieved from: www. muskingum. edu Alfred Adler. (2012). retrieved from: www. nndb. com Who Was Alfred Adler? (2008). retrieved from: www. alfredadler. org James, William Principles of Psychology The scope of psychology Reprint Edition (June 1st, 1950) Dover Publications Theoretical Position Theoretical Position Learning Team B PSY/310 Sharon Cohen February 18, 2013 To learn more about the field of psychology it is first important for us to know more about psychology’s past, the psychologist who advanced this field of study and the theories that we are still building on or learning from to this day. Four men who made a great impact on the field of psychology, who may have worked together, and who may have even had drastically different theoretical positions are Sigmund Freud, Carl Jung, Alfred Adler, and William James. In the following paper we will discuss these men and their passions as well as their differences.Psychoanalysis was the theoretical position that Sigmund Freud built and spent most of his life adding to. Psychoanalysis is a way to investigate the mind, especially of the unconscious mind; a therapy of neurosis inspired from the above method; a new stand-alone discipline who is based on the knowledge acquired from applying the investigation method and clinical experiences (freudfile, 2002-2013). Freud is the psychologist who we have to thank for most people believing therapy involves laying on a couch because during free association that is what Freud asked his patients to do, relax, and start talking (Goodwin, 2008).Freud was not the first to speak of the unconscious mind, but he is believed to be the one who made it famous. Freud, who is known for dream analysis and metapsychology, is also responsible for the ego, the id, and the superego. The ego, Freud believed, was conscious and unconscious lying in the center of our personality trying to maintain balance between the id and the superego (Goodwin, 2008). The id is our basic instincts, sex and aggression, whereas the superego would be considered our moral compass, both fight for what they need and contend with reality (Goodwin, 2008).The id is made up of sex and aggression because these two instincts do make up much of our lives and Freud devoted most of his life to exploring this. Sigmund Freud’s perspective concerning the causes and nature of human psychological functioning can be summed up in those two words: sex and aggression. Though most of Freud’s work has been disproven or scarred by the Freudian myths that surround him and his work, it is hard to not admire the advancements that have been made because of him.Even when his work was proven false, it meant that psychologists were examining his theories and possibly forming new theories of their own that will advance us even further into the future of psychology. Freud's years of work put a new way of thinking into the head of society, and challenged the assumptions and suppositions of a changing world (Stevenson, 1998). Carl Gustav Jung made major contributions toward psychoanalysis, but it was not until after he abandoned Freud and psychosexuality that Jung would do his most revolutionary, controversial, and extraordinary work (www. nfoplease. com ). Jung was a creator of modern psy chology, which explains how the human mind facilitates conversations between unconscious types of energies that move within the inside of all of us. The Jungian theory is based on two separate dimensions of human unconsciousness with just one persona, and one archetype of collective human unconsciousness (www. cgjungpage. org, 02/16/13). Personal unconsciousness is any forgotten or repressed type of content that has actually been in a person’s material or mental life.Archetypes of material in the unconsciousness humans have are described as being patterns, symbols, and specific images in which a person can see in their fantasies and dreams that also can appear to them as a theme of a certain religion or mythology in our unconscious (www. psychological-musings. blogspot. com, 02/28/11). The archetypes of images in the unconscious, Jung theorized, mold the human unconscious personality, and this bond together with certain instincts to drive the human psyche.Jung described the h uman consciousness molds the ego according to Jung, the ego was developed in a person because of certain human responses to their environment but also because of a need to adapt to all demands that are formed in the world that surrounds them (www. cgjungpage. org , 02/16/13). Jung described archetypal images as being the transcendent, and described this as being the transcendent function, but he also viewed one’s own wholeness of their self as a type of union together with all immanent plus transcendent types of objects (www. infoplease. com).Jung also included that there is a need for humans to have internal feelings of harmony or a need to adapt internally by homeostasis within the human consciousness and unconsciousness. The unconscious human mind is what contains the specific materials which are needed or are necessary but could prerequisite the persons psychological health, and the conscious human mind will be what assesses both a primitive/spiritual but also a demonic/d ivine type of nature. There are tensions towards a person’s needs to obtain fulfillment but also the need to have social types of conformity plus cultural types of realities (www. gjungpage. org, 02/16/13). In this theory Jung acknowledged that one must, or has to adapt to their own persona so that they can be able to relate to others socially, but he wrote that there is a danger in which a person could become too identified with their own persona but not with their own individual self. Only a complete individual can truly find the meaning in their life, since consciousness will lead to the dissociation from human unconsciousness and this will absorb into the human mass mind (www. psychological-musings. blogspot. com 2011/02).To actually achieve the individuation type processes it will require the use of certain symbols as the vehicle in which there is an irrational type of union between opposite regions of human’s consciousness and unconsciousness (www. infoplease. co m). In analytical psychology, Jung attempted to combine parts of modern psychology with ancient types of religious imagery by using a symbolic form of reinterpreting the Christian but also other types of religious traditions people may have. This eliminates the dogma but maintains archetypal formed materials that are derived from the human collective unconsciousness.These specific symbols of transcendence are what will facilitate the individuals synthesis of human consciousness and unconsciousness but will also provide a base for the persons’ spiritual meaning to life (www. psychological-musings. blogspot. com, 02/28/11). Alfred Adler examined personality around the same time as Carl Jung and Sigmund Freud. Adler had many different theories of the personality but what he truly stuck with was that a single drive or motivating force behind our behavior, claiming that the desire we have to fulfill our potentials becomes closer and closer to our ideals.Adler called this theory th e Individual Psychology because he thought that each person was unique and that no one person were the same in that sense. Adler’s theory included these four aspects: the development of personality, striving towards superiority, psychological health, and the unity of personality. While Alfred was studying personality he came up with the term inferiority complex, this is described as feelings of lack of worth. Alfred wrote, â€Å"We all wish to overcome difficulties. We all strive to reach a goal by the attainment of which we shall feel strong, superior, and complete† (www. ndb. com). Along with inferiority complex, there was also the superiority complex where a person tried to conquer their inferiority complex by suppressing their existing feelings. Alfred believed that each person was trying to get over their feelings of inferiority in order to obtain the superiority. Alfred also came up with that each person claimed that they had an idea of what their perfect self wo uld be like. He names this image the fictional finalism. Fictional finalism applies clearer direction to decisions that are to be made concerning oneself.Adler also believed that the unconscious and conscious worked in union with on another towards fictional finalism (www. muskingum. edu). Adler who was not very big in grouping people into categories came up with four main types of people; three out of four are negative. There is the ruling type, who likes to control people, the getting type who is passive and goes along with everyone else’s’ ideas, and not very inventive for themselves, the avoiding type who will isolate themselves in order to avoid defeat, and last but not least, the socially useful type, values having control over their lives and strive to go things for the sake of society.From reading those four types I have a pretty good guess that the first three were negative, and the last one was a positive type. William James is known as the founder of America n Psychology, but if you ever brought this up to him he would pass on it and say that Dewey was the actual founder of American Psychology. None the less he was one of the most prominent American Psychologist in American history. He was a functionalist. His technique was to ask the very important question of â€Å"why† things are the way they are. His course of study was also to find out why a person was the way they were based on their environment.James (reprint edition 1950) stated â€Å"The phenomena are such things as we call Feelings, desire, cognitions, reasoning, decisions, and the like; and, such superficially considered, their variety and complexity is such as to leave a chaotic impression on the observer† (p 2). These are the very words from William James book The Principals of Psychology. Today’s psychologists would probably not refer to these emotions as a phenomenon. Nor would today’s psychologists refer to one’s feelings as superficial . William James is described as what is known as a functionalist. Functionalists want to know â€Å"Why† why people are the way they are.While most psychologists were interested in what was going on inside a person’s mind, Mr. James was looking outside a person’s mind, taking a look at a person’s environment. This was a unique strategy for its time. What I found interesting, while reading his studies, was that he referred to our memories as being â€Å"god given† for a psychologist to think in these terms there had to be a sort of open mindedness. At the same time though, there seemed to be a sense of individualism. He was the only one thinking this way. This, to me, was actually common within all psychologists.It seems that they all thought they were the only ones thinking in these terms at that time. Mr. James also believes that just because we are aware of a situation, doesn’t necessarily mean we will remember everything that is tied to i t. He believes that we must live through and actually witness or take part in an event to actually have a memory of it. Once again, this goes back to one’s environment. What is the person surrounded by. References: (2002-2013) http://www. freudfile. org/psychoanalysis/definition. html Goodwin, C. J. (2008). A History of Modern Psychology (3rd ed. ). Hoboken, NJ: Wiley. (David B. Stevenson, 1998) http://www. ictorianweb. org/science/freud/biography. html http://www. infoplease. com/encyclopedia/people/jung-carl-gustav. html (02/16/13),http://www. cgjungpage. org/index. php? option=com_content;task=view;id=743;Itemid=54 (02/28/11), http://psychological-musings. blogspot. com/2011/02/theoretical-positions-of-freud-jung. html Fisher, M. (2011, May). Alfred Adler. Retrieved from: www. muskingum. edu Alfred Adler. (2012). retrieved from: www. nndb. com Who Was Alfred Adler? (2008). retrieved from: www. alfredadler. org James, William Principles of Psychology The scope of psychology Reprint Edition (June 1st, 1950) Dover Publications

Summary and review for one chapter Essay Example | Topics and Well Written Essays - 250 words

Summary and review for one chapter - Essay Example In the Old Testament, animals were sacrificed by the High Priests. The blood of these sacrifices and the broken bodies of the animals were teaching the people that Jesus would come as Savior. These rituals were preparing the people for the time that Jesus would come and sacrifice his person for all the world. Other teachings about sacrifice are found in Jeremiah and Isaiah. It was prophesied by these prophets that the servant or Son would make the greatest of all sacrifices. Unlike Abraham that was willing but had his hand stopped before sacrificing his son, the Father would allow the son to be sacrificed in the case of Jesus. This was necessary for salvation. In the Mass, as in the old days, the priests are the most important participants in worship. All participants are considered priests during the Mass and the Eucharist, but only an ordained priest can oversee the change of the Eucharist and officiate in the Mass. This shows us that the purpose of the Eucharist is to remind us of the sacrifice of Jesus that makes salvation possible for all that will follow

Strategic Management Analysis Case Study Example | Topics and Well Written Essays - 1000 words

Strategic Management Analysis - Case Study Example In a scenario where reference governments ban Cirque performances in public spaces like Las Vegas, the Cirque du Soleil will have to change its strategy. Indeed, this will have a significant effect since permanent shows attract a huge audience since they host a portfolio of different shows with a series of related displays. The huge audience that attends Cirque performances in public place increase the total number of spectators experiencing Cirque du Soleil's shows worldwide, which is the company’s strength. As such, this scenario will reduce the company’s market presence and revenues derived from ticket sales and concessions from products sold during the shows in the public spaces. The company will lose its competitive advantage. To avert this crisis, the company must consider changing its strategy by investing more on world tours. This will involve altering the calendar of events for the convenience of performing artists, celebrities, audience, and other stakeholders sponsoring the events. Indeed, the company can also establish partnerships with interested parties that will host Cirque performances and finance the building of private theatres. Moreover, the company will invest huge resources on building private theatres designed for Cirque performances at the company headquarters and branches. The company will diversify and market its operations by establishing television deals to broadcast Cirque performances and venturing in other related businesses like selling the Cirque du Soleil's shows merchandise.

Report on a mid size business. Soccer scene is the business Essay

Report on a mid size business. Soccer scene is the business - Essay Example It has earned a better reputation because of the technical staff that it has hired over these years which is able to provide the customers with the right thing on the right time. The company excels in possessing all the important things that a shop would have for the fans of the respective sports. The company is not only limited to itself but its strength can also be seen in the press. On several instances the company has been cited in the press which has helped people to know about the store. Soccer Scene is believed to be a developing business which would take over the limits in the coming years. With the quality and expertise that it possesses it can be said that soccer scene might become very successful in the future. In this report the strategies followed by the company would be highlighted along with its current plan of growth and advertisements (Soccer Scene 2010; ECR Newsletter 2006). Situation Analysis SWOT: Strengths, Weaknesses, Opportunities and Threats The company is dev eloping with the rise in the fans of the football and rugby fans. Currently the company possesses the right expertise and talent required to expand their company in accordance to the needs of the customers. It is creating a brand image which can help them in the future to enhance their promotional activities. The most potent strength of the company is that it has chosen a large audience which can be its customers. It has opened stores in those locations where the sports are commonly seen and hailed. A great part of the population residing in United Kingdom watches the football matches and hence the fans of the sports are more than anywhere in the world. The company uses this as a strength and targets this audience to increase their sales. Furthermore the company is located in specific areas so it is able to attract a large population of fans. The company has some weaknesses which can prove to be a hurdle for it to expand. Currently the company has not created a brand image like othe r brands which exist in the market for a longer time. Soccer Scene is still in its developing stages and hence faces intense competition in the market of sports where already some famous brands exist. Brand loyalty cannot be easily achieved if certain techniques are not employed and this can prove to be a weakness for Soccer Scene. In comparison to other brands it can also be said that it lacks the funds to advertise itself like other brands. It also has limited options as to where it has to choose the audience from as it is located only in some nations. The company has several opportunities which it can avail to make them its strengths. The company can open its outlets in other countries where already some brands exist so it can have a wider market to choose from. It can include other types of goods so that it can attract a wide range of customers which can benefit the business. It can allocate its funds effectively such that intense advertisements are done to create brand loyalty. Furthermore its products can be improved so that it can face the competition in the market. Currently the company is facing many threats in the market which it exists. It faces immense competition from organized brands in the country that it is located. With intense competition it can be impossible for it to expand as its competitors have already created a

Why Has Strike Activity Increased Recently Compared With The Past Essay

Why Has Strike Activity Increased Recently Compared With The Past - Essay Example As Cohn (1993, p. 8)states, ‘employers usually raise wages as a result of economic pressure’. Such power of strike comes from its paralysing effect, which is detrimental to the interest of capital and to the economy, because lost hours means lost profits and lost profits could mean lost revenue to the government. Aside from its adverse economic effect is its adverse political effect, which cannot be ignored, because of its possible ripple effect [loss of confidence of foreign investment]. Thus unsurprisingly, employers and governments had vehemently refused to recognise strike as workers’ legal course of action in airing their demands/grievances. And even when strike was finally recognised as among the right of workers, it was loaded with requirements. For example, for a strike to be protected [legal] the workers’ issue must be strikable and the strike conducted should follow the prescribed procedures (Jordan et al. 2009, p. 72). Contrary to employersâ€⠄¢ desire, this has further strengthened the labour movement. As defined, ‘strike is an organized collective work stoppage undertaken by employees to pressure their employer or employers into meeting their demands’ (Dictionary of American History 2003, par. 1). ... For example, student strikes, which are generally characterised by the refusal of organised students to attend their classes, have left their indelible marks in history –Among the most notable are the student strike of 1970, which had successfully mobilised universities against US aggression in Vietnam and Cambodia and had also successfully transformed the institutional structure of the academy (Katsiaficas 1987, p. 127); the Athens Polytechnic uprising in 1973 which led to the successful downfall of the Greek military junta of 1967-1974 (Panourgia 1995, p. 32); the 2005 Quebec student strike, which opposed the Charest government’s policies of tuition fee deregulation and reduction in student grant funding (Lawrence 2006, p. 10). In the past, especially during the industrial revolution when workers were much needed and much exploited en mass, strikes had been the best found weapon of workers to fighting for their rights to be recognised, such as the right to be unionise d, the right for humane working conditions, the right for decent wage, and more. Thus incidences of strike activity were unsurprisingly high. To bring their employers to the negotiating table, workers have to be unionised; to be recognised as union, workers have to hold a strike; for their strike to be successful, workers union has to be strong. As such, the improved conditions of labour have been largely attributed to the rising power of organised labour, Cornwall (1994, p. 31) says. Following the historical evolution of the labour movement and the recognition of its right to strike with its corresponding improved labour condition, two assumptions can be reached: first, that strike activity is more likely to increase when the economy is in downturn and that strike activity is less