Curriculum for Teaching Social Skills

Teaching social skills to young children is a difficult task under any circumstance however when the children are suffering from emotional or behavioral problems it seems to interfere with this process and make it much more difficult. There are several known answers through curriculum that can help educators to be able to work on social skills with students who are facing either emotional or behavioral problems or both. Through the use of these curriculums there can be great benefits to both the students and the teachers.The teachers will benefit in being able to work on social situations with the students in their classrooms and in being able to communicate the strong need for social interaction in life. The students will benefit by being able to work on building friendships, trusting others and really finding a way to communicate how they are able to do these things. Curriculum Options for Teachers One of the problems that have often faced teachers who are working with children who have emotional or behavioral problems is that they are unable to communicate their social needs to the teacher.These students have a hard time being able to express their need for friendship, the need to describe feelings or the ability to be able to communicate any of this to others. Through information that has been gathered by researchers it has been concluded that these students need direct intervention into their ability to socialize with others. There have been multiple suggestions as to how this can happen and what would be a good way of introducing social skills to these students. There are many different methods and ways that this can be done.One way that has been shown to be successful is one on one interaction with the students and role play into specific situations. Obviously the situations have to be mild and can not be too involved or too intense but rather something that is on the same thinking level as the students involved (Vaughn, Sinagub, and Kim 2004). Success f or the students who were experiencing these emotional and behavioral problems has drastically depended on the type of curriculum that was used to introduce and teach social skills.One study looked at story problems as a way to teach these skills to students who were suffering from emotional problems and this study showed a drastic improvement in these students having the ability to communicate with each other. The students were better able to understand through the story the idea of how one might feel or how reactions of theirs can be harmful to others. However, the students were unable to comprehend these same ideas and beliefs when they were just discussing them and not hearing them in a story (Rahill and Teglasi 2003).There could be many conclusions drawn from these examples and this type of curriculum. The idea is that the students have the ability to understand and comprehend what is being said about things and how they are interacting with others. When the student is not force d to look at the whole picture and is used to just getting glimpses they are unable to realize the overall impact of issues, however when they are exposed to the entire story or belief then they are able to understand the entire story and can reason as to why the others are feeling the way that they are.Without this ability to reason the student would be unable to successfully communicate with others and could not be thought of in the same social light and category as if they were able to understand these issues. Another great option for teachers to use in the classroom to teach social skills is to be trained in how to incorporate Cognitive Behavioral Therapy into the curriculum. By using Cognitive Behavioral Therapy or CBT the student is learning how to control their own behaviors and emotions.This is probably one of the best options for students who have behavioral or emotional problems as it is a way for them to learn how to be able to control things themselves without warnings o r discipline. There are a number of ways that this treatment can be integrated into the classroom. One thing is for sure though that teachers need to be aware of the therapy and how to properly integrate it into the classroom prior to using it in the classroom setting.If they are not competent and they try to use it there are many things that could go wrong and the children could be emotionally damaged in some way as with all therapeutic processes. This subject has been widely researched. â€Å"During the past two decades, researchers have found that cognitive strategies can decrease disruption/aggression and strength pro-social skills† (Daunic, Smith, Brank and Penfield 2006, 123). To better understand the benefits of CBT being integrated into the classroom it would be important to understand some basic facts about CBT.CBT is basically a way of self control where the student is taught how to control their negative behaviors or emotions in order to prevent behavioral issues. Through CBT the student would learn how to understand when they are reaching a point where they are going to react in an inappropriate way and they would be able to monitor themselves and talk themselves down. For younger students this would prove to be more difficult to learn but by learning the process young the students would be able to carry it over into their current lives and how they react in most situations.With this process being taught in the classroom there might even be further benefits in the student’s home and other extracurricular activities as the student would apply some of the same lessons and principles to the situations that they were involved in at these locations. All of these advantages could be gained and getting needed training is not difficult for educators and something that they can discuss with their superiors and school boards. There are other forms of intervention that could be used in the classroom curriculum.With students who are suffering fro m autism there are special skills and curriculums that could be offered to help with their behavioral difficulties. There is a call for a new curriculum that would be an advantage to all students with emotional and behavioral difficulties and not just those who were suffering from autism. For the most part articles that are written on this subject point out that no current curriculum is available for this issue and that there are some key components that would need to be featured if there were to be a curriculum.Of the many key components that would need to be considered one is to â€Å"make the abstract concrete. † Students who are suffering from emotional and behavioral problems often have a hard time being able to understand the abstract thoughts that are often a part of teaching social skills. By making concrete examples that these students can understand there is a higher likelihood that they will apply these principles to their own interactions on a social level. Anothe r area that is needed is â€Å"structure and predictability.† Having a classroom with a set routine is something that is important as when students are taken out of a routine situation they often have anxiety and with behavioral issues anxiety often ends in the student not being able to communicate his or her needs and having a breakdown in the classroom. By having â€Å"engaged transactions† the students would be able to learn what their overall needs were and would be able to practice communication and social skills with one another.Through â€Å"scaffolded language support† the students would be able to work on better using language and communication in a way that all people would understand. â€Å"Multiple and varied learning opportunities† might seem as though it would be repetitive or boring for the students however for students who are suffering from emotional or behavioral problems this might just be exactly what is needed for them to understand. By planning â€Å"’other’ focused activities† in the classroom it would allow the students a break from learning social skills and could promote a better understanding of the skills during future lessons.Looking at â€Å"fostering self awareness and self esteem† is also important as it would show each child that he or she is special and would encourage them to believe in their own self worth. Another area that needs improvement is that the teachers need to focus on having â€Å"select relevant goals. † When teachers try to teach students with emotional or behavioral difficulties too many things it threatens to worsen their condition and can cause them to have multiple additional problems with what they are already having.Some other teaching methods like â€Å"sequential and progressive programming† are also a huge advantage as are â€Å"programmed general and ongoing information. † All of these practices and initiatives can be easily added to most curriculums in the classroom and could really have great advantages to the students who have emotional and behavioral issues (Krasny, Williams, Provencal, and Ozonoff 2003). Benefits to Teachers for Using a Curriculum to Teach Social Skills There are many benefits that can be seen by teachers who are choosing to teach social skills and social skill improvement to students who suffer from emotional and behavioral problems.Some of these are that there is an increased focus on the student being able to perform and being able to interact with others in a positive manner. Through this the student would be able to interact with the teacher in a more positive manner as well. These skills would also help there to be fewer disturbances and disruptions in the classroom which is a great benefit for the teaching in her ability to control her classroom. Benefits to Students for Using a Curriculum to Teach Social Skills There are also many advantages for the students who are working on learning social skills.The students are able to take advantage of these skills and these areas because they are learning how to communicate better with others. Communication is such an important part of our world and the world around us and without communication one would suffer in many areas of life. Also there are valid reasons why friendships can really aid in a student’s overall behavioral and emotional issues and students who have more friends are less likely to have these types of problems. If a student learns these new social skills they are likely to have more friends, do better at home and in school and overall be in trouble less often.Conclusion In conclusion, it is important that teachers be taught the necessary skills needed to integrate certain behaviors into the classroom. The teachers need to be able to integrate programs into their curriculum that will teach students with emotional and behavioral difficulties the much needed social skills. These much neede d social skills will improve the student’s lives in so many ways and will help the students to be able to be better behaved and more successful in a number of areas of their lives. References Daunic, A. P. , Smith, S. W. , Brank, E. M. , and Penfield, R. D. (2006).Classroom-Based Cognitive-Behavioral Intervention to Prevent Aggression: Efficiency and Social Validity, Journal of Social Psychology, 44(2), 123-139. Krasny, L. , Williams, B. J. , Provencal, S. , and Ozonoff, S. (2003). Social Skills Intervention for the Autism Spectrum Essential Ingredients and a Model Curriculum, Child and Adolescent Psychiatric Clinics of North America, 12(1), 107-122. Vaughn, S. , Sinagub, J. and Kim, A. (2004). Chapter 10 Social Competence/Social Skills of Students with Learning Disabilities: Interventions and Issues, Learning about Learning Disabilities, (3rd ed. ), 341-373.

Automobile Industry Essay

Strong demand growth due to rising incomes, growing middle class, and a young population is likely to propel India among the world’s top five auto-producers by 2015 Growth in export demand is also set to accelerate. Tata Nano and the upcoming Pixel have opened up the potentially large ultra low cost car segment Innovation is likely to intensify among engine technology and alternative fuels. Advantage India Rising investments Policy support India has significant cost advantages; auto firms save 10-25 per cent on operations in India compared to Europe and Latin America A large pool of skilled manpower and a growing technology base will induce greater investments. The government aims to develop India as a global manufacturing as well as R&D hub There has been a wide array of policy support in the form of sops, taxes and FDI encouragement. FY10 Market size: USD57.7 billion    Notes: R&D – Research and development, FDI – Foreign direct investment; FY – Indian financial year (April – March); FY16E – estimated figure for financial year 2016; estimates are from the government’s Automotive Mission Plan (2006 – 2016) ADVANTAGE INDIA. For updated information, please visit www.ibef.org. 3. Automotives AUGUST 2012 Contents ï  ¶ Advantage India ï  ¶ Market overview and trends ï  ¶ Growth drivers ï  ¶ Success stories: Maruti, Tata Motors ï  ¶ Opportunities ï  ¶ Useful information For updated information, please visit www.ibef.org 4 Automotives AUGUST 2012 Evolution of the Indian automotives sector 20.4 million units (2012) 11 million units (2007) 2008 onwards 0.6 million units (1992) 1983 – 1992 0.4 million units (1982) Before 1982 †¢ Closed market †¢ Only 5 players †¢ Joint venture (JV) Indian government and Suzuki to form Maruti Udyog; started production in 1983 †¢ Component manufacturers also entered via JV route †¢ Buyer’s market 1993 -2007 †¢ Sector de-licensed in 1993 †¢ Major original equipment manufacturers (OEMs) started assembly in India †¢ Imports allowed from April 2001 †¢ Introduction of value added tax in 2005 †¢ More than 35 players in the market †¢ Removal of most import controls †¢ Indian companies gaining global identity †¢ Long waiting periods and outdated models †¢ Seller’s market Source: Tata Motors, Society of Indian Automobile Manufacturers (SIAM), Aranca Research, Notes: JV – Joint Venture MARKET OVERVIEW AND TRENDS For updated information, please visit www.ibef.org 5 Automotives AUGUST 2012 The automotives market is split into four segments Automobiles Two-wheelers Passenger vehicles Commercial vehicles Three-wheelers Mopeds Passenger cars Light commercial vehicles Passenger carriers Scooters Utility vehicles Motorcycles Multi-purpose vehicles Medium and heavy commercial vehicles Goods carriers Electric twowheelers For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 6 Automotives AUGUST 2012 Revenues have been growing at a strong pace → Gross turnover of automobile manufacturers in India expanded at a CAGR of 17.7per cent over FY07-1 1 Excluding three wheelers, cars account for the largest share of revenues (66.2 percent in 2010) Revenue trends over the past few years in USD million 70.0 60.0 50.0 40.0 30.5 30.0 20.0 10.0 0.0 FY07 FY08 FY09 FY10 FY11 66.2% 36.6 33.3 21.5% Trucks Cars 58.6 CAGR: 17.7% 43.3 → Market* break-up by revenues (2010) 12.3% Two Wheelers Source: SIAM, Datamonitor, Aranca Research Note: *does not include three wheelers For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 7 Automotives AUGUST 2012 Sector’s growing strength evident from rise in total production figures Total production of automobiles in India (million units) 16.0 → → 12.0 7.6 8 8.4 10.0 8.0 6.0 1.3 0.4 0.4 1.2 0.4 0.4 1.6 0.6 0.5 1.3 0.5 0.6 1.8 2.4 4.0 6.5 8.5 Notes: CAGR – Compound annual growth rate 10.5 Passenger vehicles was the fastest growing segment during that period with a CAGR of 14.5 per cent 14.0 13.4 0.8 0.8 3.0 2.0 0.0 FY05 FY06 FY07 FY08 FY09 0.4 0.5 FY10 0.6 0.6 FY11 FY12 Passenger Vehicle Three Wheelers Commercial Vehicle Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 0.8 0.8 3.1 15.5 Automobiles production increased at a CAGR of 13.2 per cent over FY05-12 18.0 8 Automotives AUGUST 2012 Market break-up by production volume → Two wheelers dominate production volumes; in FY12, the segment accounted for more than three quarters of total automotives production in the country Market share by volume (FY12) → In fact, India is the world’s second largest two wheeler producer; the country is also the fourth largest commercial vehicle producer 4% 4% 16% Two Wheelers Passenger Vehicle Commercial Vehicle Three Wheelers 76% Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 9 Automotives AUGUST 2012 Market break-up of individual segments by production volumes †¦ (1/2) Shares in production of passenger vehicles (FY11) Shares in production of commercial vehicles (FY11) 11.5% Passenger cars 8.1% 36.0% MCV & HCV Passenger Carriers MCV & HCV Goods Carriers LCV Passenger Carriers 49.7% 6.1% LCV Goods Carriers Utility vehicles/multipurpose vehicles 88.5% Source: SIAM, Aranca Research Notes: LCV – Light commercial vehicle; MCV – Medium commercial vehicle; HCV – Heavy commercial vehicle For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 10 Automotives AUGUST 2012 Market break-up of individual segments by production volumes †¦ (2/2) Shares in production of three wheelers (FY12) Shares in production of two wheelers (FY12) 15.8% Goods carriers 15.6% 5.3% Mopeds Motorcycles Passenger carriers Scooters 84.2% 79.1% Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 11 Automotives AUGUST 2012 Exports have also grown strongly †¦ (1/2) → Automobiles export volumes increased at a CAGR of 22.4 per cent over FY05–FY12 Over this period, the fastest growth was in the two wheeler segment (25.8 per cent) followed by three wheelers (21.9 per cent) Exports of automobiles from India (million units) 2 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0 2 0.5 0.6 0.8 1 0.5 1.1 0.5 1.5 0.4 0.5 0.3 0.2 0.03 0.1 → 0.2 0.04 0.1 0.2 0.05 0.1 0.2 0.06 0.1 0.04 0.2 0.04 0.2 0.08 0.3 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 Passenger Vehicle Commercial Vehicle Three Wheelers Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 0.1 0.4 12 Automotives AUGUST 2012 Exports have also grown strongly †¦ (2/2) → Two wheelers accounted for the largest share in exports (by volume) at 67 per cent in FY12 Passenger vehicles account for a sizeable 18 per cent of overall exports Exports shares by volume (FY12) → 18% Passenger Vehicle 3% 12% 67% Commercial Vehicle Three Wheelers Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 13 Automotives AUGUST 2012 Presence of a clear leader in each segment of the market → The automotives industry is concentrated with market leaders in each segment commanding a share of over 40 per cent Market Leader Passenger Vehicles MCVs & HCVs LCVs Three Wheelers 45% 16% Others 15% 7% 63% 23% 7% 59% 30% 4% 4% 41% 40% 10% Motorcycles Scooters 59% 24% 7% 6% 51% 21% 14% Source: SIAM, Aranca Research Notes: Data is for FY10 10% For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 14 Automotives AUGUST 2012 Notable trends in the Indian automotives sector †¢ Large number of products available to consumers across various segments; this New product launches has gathered pace with the entry of a number of foreign players †¢ Reduced overall product lifecycle have forced players to employ quick product launches Improving productdevelopment capabilities †¢ Increasing R&D investments from both the government and the private sector †¢ Private sector innovation has been a key determinant of growth in the sector; two good examples are Tata Nano and Tata Pixel – while the former has been a success in India, the latter is intended for foreign markets †¢ In FY11, the CNG market was worth more than USD330 million and CNG cars Alternative fuels and taxis are expected to register a CAGR of 28 per cent over FY11-FY14 †¢ The CNG distribution network in India is expected to increase to 250 cities by 2018 from 30 cities in 2009 For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 15 Automotives AUGUST 2012 Contents ï  ¶ Advantage India ï  ¶ Market overview and trends ï  ¶ Growth drivers ï  ¶ Success stories: Maruti, Tata Motors ï  ¶ Opportunities ï  ¶ Useful information For updated information, please visit www.ibef.org 16 Automotives AUGUST 2012 Sector has been benefitting from strong demand and product innovation Growing demand Growing demand Policy support Strong government support Increasing investments Rising incomes, young population Inviting Greater availability of credit and financing options Goal of establishing India as an automanufacturing hub R&D focus; GOI has set up technology modernisation fund Large domestic market Policy sops, FDI encouragement Resulting in Rising investments from domestic and foreign players Greater innovation in products; market segmentation Strong growth in exports as well Strong projected demand making returns attractive Notes: GOI – Government of India; For updated information, please visit www.ibef.org GROWTH DRIVERS 17 Automotives AUGUST 2012 Rising incomes and a growing middle class driving domestic demand growth Rising incomes; growing middle class †¢ Changing income dynamics of India’s population 70 million households Aspirers: annual income INR90,000200,000 Seekers: annual income INR200,000500,000 Strivers: annual income INR500,0001,000,000 Globals: annual income >INR1,000,000 Personal (nominal) disposable income is expected to rise annually at 8.5 per cent over FY11-15 Rising middle class – size of the middle class expected to touch 550 million by 2025 from 50 million in 2010 Favourable demographics – a young population is also driving up the demand for cars Demand for commercial vehicles have got a boost due to development of roadways and greater market access 60 50 40 30 20 10 0 2005 Strivers 2010 Seekers 2015 Deprived    Deprived annual income

Explain what Jean-Paul Sartre meant by the statement “Man is condemned to be free”. Essay

Jean-Paul Sartre was a French existentialist philosopher and was one of the leading figures in 20th century French philosophy. His major philosophical work, â€Å"Being and Nothingness† and his famous talk, â€Å"Existentialism is a Humanism†, is where he emphasised the statement â€Å"Man is condemned to be free†. The statement appears to be a juxtaposition of language because ‘freedom’ often has positive connotations while ‘condemned’ provides the opposite feeling. Sartre used the term ‘condemned’ as he believed we have no choice in the matter of being free, and being free (even if against our will) means we are responsible for all our actions. Being responsible for our actions – without having a choice about being free to choose – is a form of condemnation. Us having to accept full responsibility for our actions includes us not being able to blame those around us – such as family, teachers and the gov ernment – for our situation. In summary, man is condemned because â€Å"he did not create himself, yet is nevertheless at liberty, and from the moment that he is thrown into this world he is responsible for everything he does† (Kaufmann). In the face of this responsibility, many humans turn to religion. This allows us to feel answerable to a higher being. However, Sartre was not a believer in God; this could be because of the atrocities he witnessed first-hand during the Second World War while serving in the French army. His experiences taught him that â€Å"God is silent in the face of absurdity and horror. Because of this we are condemned to face life alone and with this comes absolute freedom and the chilling responsibility that comes with it.† If God truly doesn’t exist then our actions aren’t really limited by His prophecies, commandments and morals; God cannot legitimise our behaviour, or justify it, or cause it. We are ultimately responsible for our actions with no one to answe r because we have chosen them on our own, out of our freedom. Traditionally, freedom is seen as ‘good’. Sartre on the other hand describes freedom to be a kind of  burden because as God does not exist we are â€Å"without excuse† and we â€Å"can’t find anything to depend on†. Sartre illustrates his belief using the example of the paper cutter. When considering a paper cutter, we would assume that the creator had a plan (an essence) for it. Due to there being no creator of humans, we have no essence. This means that our actions and behaviour cannot be explained by referencing human nature, instead we are necessarily fully responsible for our actions. The essence or nature of a paper cutter is to cut paper; this is the purpose the maker of it had in mind. However, there was no maker or creator of human beings so we can’t refer to what we are meant to do. There is only what we choose to do. â€Å"We are left alone, without excuse.† To decide whether we are or are not â€Å"condemned to be free† it makes sense to decide whether our actions are truly free or if they may in fact be determined. Psychologists such as Sigmund Freud believe our early years have an impact on our future actions. Freud claimed that our moral actions are often caused by repressed or subconscious memories or feelings stemming from childhood. Also, B.F. Skinner said that we cannot be held morally responsible for behaviour determined by our psychological makeup because we could not have chosen to behave differently. Other thinkers, including Thomas Sowell, argue that our actions are in line with our social conditioning. We then follow a sociologically determined path set by our upbringing, education and social groups etc. Libertarianism has the major flaw of not taking into account our experiences when making decisions and when forming our morality. For instance, it is arguable that Sartre believed what he did because of the experiences he had during the war, not because of his freedom. Another valid argument is that genetics determine physical and behavioural aspects of humanity. All of these viewpoints state that humans are not free to choose and our lives and personalities are already determined (by our past experiences, psychological makeup, socialisation and genetics). There is truth in these theories and so they take credit away from Sartre’s belief that â€Å"man is condemned to be free† because they show that there are aspects of our lives where we aren’t free to choose. This means, in addition, that our responsibility is lessened somewhat as some of our actions are already determined for us. On the other hand, Sartre’s ideas are potentially credible. We have all had experiences where the need to choose between multiple actions has caused us emotional turmoil. It is  unlikely that in these s ituations we can avoid having to come to a decision. Although we are free to make this choice, we are in a way forced to make it. So, Sartre’s claim of humans being condemned or damned to be free does not appear so ludicrous. Even when we ask someone for assistance with an ethical dilemma it is not their answer that determines our solution and consequent action. It is our choice to ask them in the first place and usually we already know what they are going to say; we then decide whether to follow their advice. This again shows the extent of our freedom of choice and the lack of determining factors to suppress this ‘condemning’ freedom. In conclusion, Sartre examined the daunting nature of decision making and unlimited freedom. The moral responsibility we have in the case of absolute freedom is crippling and causes great despair. However, this approach could be incorrect because there are aspects of our lives and makeup that influence our behaviour. If an action is determined by factors outside our control, we may no t have the moral responsibility for it. From this viewpoint we are not condemned to freedom but it instead allows us some input into our behaviour and therefore our lives.

For Elderly Shut-ins, It was Ken's Day Out Essay

For Elderly Shut-ins, It was Ken's Day Out - Essay Example I eagerly showed up the next morning to meet with the staff promptly at 11:30. Ms. Shields thanked me for coming and said it was a blessing to meet someone my age with so much enthusiasm to help. I began to beam and swell with self-admiration when she added, "But I'm sorry. Our insurance won't cover you until you're older. Our drivers have to be at least eighteen". Her words fell at my feet like cold stones from a child's Easter basket. My swelling pummeled into a quivering pool of disappointment. My thoughts raced like a balloon released before its time, wandering madly out of words and dropping hopelessly still. My face must have reflected the confused loneliness I felt inside as I could see Ms. Shields struggle for words that might comfort me. Her thoughtful eyes and graceful gestures gave me some hope. "I do have someone that might be able to use your help though", she said. "Ken is one of our more experienced drivers. Maybe you would like to ride with him today". I jumped at the chance as she motioned me to the kitchen where half a dozen ladies were arguing with an old man about the amount of pepper in the soup. Ken was a robust man for 87 years old. The years had hardened his features, yet left him a little pinkish from too little sun.

The Bhagavad Gita Term Paper Example | Topics and Well Written Essays - 1250 words

The Bhagavad Gita - Term Paper Example Although if it were easy, then every man would know and practice justice, which is not the case; The possibility of attaining spiritual enlightenment by following the holy text of the Gita is rampant in an individual's sub conscious and needs to be tapped in order for him to feel it, by reading the verses and making personal revelations. Lord Krishna answers questions regarding the moral dilemmas that Arjuna has been facing regarding battling his own cousins who imposed tyrannical rule over the empire, by turning despotic. Krishna takes it upon himself to advocate the duties that a warrior and a prince should have, elaborating the same to Arjuna, through the ideas of ‘karma’, ‘moksha’, ‘Samkhya’ and the various ‘yogas’. The Gita is also called the ‘Song of the Divine One’ and is an attempt to explain the purpose of life to Arjuna via the attainment of enlightenment by understanding the dedication one should have towards the worship of God. The discourse takes place as Krishna urges Arjuna to fight the battle despite his friends and relatives being on the other side and thus explains to him the necessity for the war in order to establish a just society. He does the same by trying to explain to Arjuna how one must fight without any sort of guilt on a battlefield because the soul of a person always remains eternal and thus cannot be destroyed or made to lose its lustre. In the context of the soul, Krishna says, â€Å"It is not killed when the body is killed†¦ the embodied self discards its worn-out bodies to take on other new ones.† The body is like a material part of the ephemeral world that man lives within and merely is a house for the soul for a temporary period of time before the body decays and the soul moves into another body for shelter. This very soul is made of God’s energy according to the Gita, and thus, has a permanent form and is infinite in nature. â€Å"Learned men do not grieve for the dead or the living.  Never have I not existed†¦ never in the future shall we cease to exist.† Krishna’s words are an attempt to explain to Arjuna how he should not have second thoughts about fighting because this is the only opportunity that he has in order to bring about peace in the land by winning the battle. Everyone is aware of the fact that the battle cannot be won without Arjuna’s skills and thus he is made to understand that even if he dies during the fight, his soul will attain peace and enlightenment in the form of another body. However, pertaining to the thesis, spiritual attainment should come to every man in order to make him understand that the war should not be fought in the first place because even though it promises to bring about balance, it also is a cause for a vast amount of bloodshed and spread of hatred among the people, something that God should initially condemn, looking at the philosophy that He teaches. Thu s, this brings about a debate on whether or not spiritual attainment is possible at all and how it may help people to restore unity and humanity. The main purpose of the speech that Krishna gives, that makes up the Bhagavad Gita, is to restore balance and order among Earth which can only be done if the war at Kurukshetra is won by Arjuna. Thus, the Gita aims to enlighten Arjuna of the sacred duty that he has to fight and Krishna describes the same as, â€Å"

Journalism Essay Example | Topics and Well Written Essays - 2250 words

Journalism - Essay Example The development of information technology and other communication technology has helped journalism to grow further. (Balunywa 2009). The improvement in the technology has made people's life so easier and it has paved way for the other industries to use make use of them and grow. The drastic improvement has changed the way people communicate and it has a great impact on journalism. The way in which people were looking at journalism has become different. New technologies are being used in all stages. Development has taken place in terms of equipments. Introduction of Internet has taken over everything. It totally changed the way journalism was before. Traditionally communication media was in the form of television, newspaper and radio. After internet's development there has been a decline in the amount of people watching the news in television and people opting for printed materials. (Allan 2005). Technology allows the journalists to grow with efficiency that helps them to achieve more difficult tasks. materials. Normally reporters collect the information first hand or get the data from a reliable secondary source. Reporters mostly follow the same procedure in gathering the news. Then they had to take it to their respective offices and do the necessary modifications before publishing. Editing was also done by a separate group of people after which the information will be ready for publishing. Now all this can be done with the help of systems specially developed to serve these purpose. (Fredrick 2007). Channels have also undergone a change by introducing separate news channels that work for 24 hours. The increase in the competition between the various channels has led to the improvement in the way they approach the news. With the increasing number of private sector in the media field, there is an urge for the journalists to make sure they are well equipped. It has actually reduced the burden of the journalists. As everything can be done through internet, they can easily undergo an online training as of how to use these modern equipments. Internet gives the option of getting the information round the clock. Any topic like health, sports, environment and education can be got from the internet. People are able to watch the news live in the available news channel's website without any problem. E-Publishing has transformed the normal publishing industry and it has taken them to heights. The disadvantage of e-publishing is that anyone can publish their own articles which may sometimes give wrong information to people, but it has its own advantages. Almost all the magazines and books can be viewed online. Even the newspapers can be read in the corresponding website. In some days the online newspapers will comprise of video files of particular news. It will contain links which provide the detailed description of that news. This has changed the way people look at these industries. Internet is the most emerging standard using which a person can get information regarding anything that he thinks. After the evolution of mobile phones, the world has shrunk. It has brought people closer. Nowadays mobile phone includes all the features using which a person can view everything through his mobile. Using this reporter can get in touch with anyone at anytime which helps them

Future Trends in HR Essay Example | Topics and Well Written Essays - 250 words

Future Trends in HR - Essay Example The digital age enables part-time, remote work along with new paradigms that reward creativity. Motivation cohesive teams capitalize upon new systems of applying human intellect. Certain advances in HRM have helped meet these challenges. Holistic management helps leaders see people within an organizational framework where these process networks are emerging (Chiavenato 2001). Some of the traditional roles of HRM have become domain of middle management, and strategic planning has become a task for HRM. Joint decisions and communication augment this emerging corporate culture.Helping employees develop their full potential as well as developing alternatives to traditional conflict management are just some of the new trends toward more effective HRM. As globalization continues to consolidate many of the previously disparate systems in business, HRM is changing to meet these new challenges. It is becoming more and more dynamic and is emerging as a synergistic force in this global economy. Nevertheless, as nuances in organizations appear, HRM must adapt to dynamically meet these demands. Chiavenato, I. (2001). Advances and challenges in human resource management in the new millennium.