The Origins Of Virtue By The Zoologist Matt Ridley

The zoologist Matt Ridley explores the question of why human beings are so cooperative, even though we are built of selfish genes in his book: The Origins of Virtue. The book lines up a large selection of examples of cooperation, utilizing different scientific approaches such as economy, sociology, evolutionary biology, anthropology (Rinaldo, 1997). It argues that in some human relationships natural selection promotes virtue and trust, but at the same time humans are egoistic and motivated by self-interest (Leigh, 2000). The book begins with the description of the genetic foundations of human nature and argues that cooperation is grounded in evolutionary theory (Dugatkin, 1998) and describes cooperation and selfishness utilizing the examples of ants, corals, bees, mother and embryo relationship. Next, the division of labour is examined using the notion of Adam Smith about specialization which is essential to trade and elevates the society to be more than just the sum of its parts. Ch apter 3 is devoted to the Prisoner s Dilemma from game theory, which can be traced through the rest of the book. It deals with how people are led by self-interest or cooperation, how reciprocal humans and animals are because eventually we gain more from cooperation, despite the temptation to cheat (Markà ³czy Goldberg, 1997). This chapter is followed by the extensions and conditions that are necessary to get reciprocal altruism, which is uniquely mastered by humans. The next two chapters

Symbolism in The Catcher In The Rye - Free Essay Example

Sample details Pages: 3 Words: 833 Downloads: 3 Date added: 2019/05/23 Category Literature Essay Level High school Tags: Catcher in The Rye Essay Did you like this example? It is proven that the environment that one grows up in can alter the person forever. J.D. Salingers novel, The Catcher In The Rye is based in the 1940s. Don’t waste time! Our writers will create an original "Symbolism in The Catcher In The Rye" essay for you Create order The novel is narrated by Holden Caulfield and follows his journey after failing his school Pencey Prep. The novel centers around Holden, and his transition from childhood to adulthood. Salinger writes using abundant amounts of symbolism throughout the novel to convey the emotions of Holden. The three symbols that are most significant to the story are the red hunting hat, Alliers baseball mitt, and the Museum of Natural History. The red hunting hat resembles Holdens insecurities, itrs bright red color appeals to Holdens desire to be distinct, when he wears it he becomes confident. CD Even though Holden really got a bang out of the hat (Salinger 27), he is embarrassed and lacks the confidence to wear it in public. Holden takes the hat off in the train, at the bar, and also in the hotel lobby. The hat demonstrates his discreteness and who he wishes to be. He wears the hat whenever he wants to be different and deviant from the people in the vicinity of him. Phoebe does what she knows will make Holden happy what she did it damm near killed me she reached in my pocket took out my hat and put it on my head (Salinger 212). This reveals that Phoebe understands the impact the hat has on Holden and wants Holden to be happy. Holdenrs red hat is also tied to Alliers red hair. Holden seems to find comfort in the hat since it makes him feel like Allie is still alive and with him while he wears it. Allie had an exception al personality according to Holden earlier in the novel and Holden uses the hat to reassure himself when he feels morose. While the red hunting hat gives Holden confidence as well as something to differentiate himself from others, Allies baseball glove gives Holden a sense of hope. Alliers baseball glove is covered in poetry written in green ink, it acts as a periapt for Holden. The glove does a great job at representing Holdenrs love for his deceased brother, Allie, as well as his distinctiveness. Allie covered his left-handed glove in poems so he could entertain himself during slow parts of a game is an affecting reminder of his personality. While writing the descriptive composition for Stradlater Holden talks about Alliers glove The thing that was descriptive about it, though, was that he had poems written all over the fingers and the pocket and everywhere He wrote them so hed have something to read when he was in the field and nobody was at bat (Salinger 43). This quote shows how unique and unusual Allie had been. When talking about the baseball mitt we see a gentle side of Holden. Holden does not assimilate why someone so special and wonderful can die the way Allie did. Holden speaks to Allie when he is in emotional distress. The glove is like a talisman to Holden he cherishes it for what it truly is. After Stradlater had returned from the date with Jane he reads the composition and says For Chrissake, Holden This is about a goddam baseball glove? I went over and pulled it right out of his goddam hand. Then I tore it up (Salinger 47) This exemplifies what the mitt truly means to Holden, and that other people dont necessarily understand how important the topic of it is actually to Holden. Holden became enraged when Stradlater so casually dismissed the glove. Holden feels closer to his brother due to the glove even though he is not around anymore. While the glove is the connection and inspiration that Holden looks to when he is in distress, the Museum of Natural History represents the world Holden wished he lived in. The Museum of Natural History has displays that are frozen and unchangeable, everything is solid and still, every time Holden goes the exhibits are in the same place. As Holden walks towards the museum, he describes the museum as the best thing, though, in that museum was that everything always stayed right where it was (Salinger 121). It is portrayed that Holden wishes life was like a museum and did not change. Holden associates the museum with his childhood before Alliers death. Nevertheless, when he arrives at the museum he chose not to enter it. When I got to the museum, all of a sudden I wouldnt have gone inside for a million bucks. It just didnt appeal to me (Salinger 122). It is likely that he does not want to risk having his pure childhood memories ruined by there being change when he walks in. The museum represents safety, childhood, and happiness to Holden. Everything considered it can be said symbolism in The Catcher In The Rye is commonly reflected upon. Holden suffers a loss that ultimately changes his approach towards life and his competency to form any relationships.

Gandhi’s Key Concepts of Passive Resistance,...

Mohandas Karamchand Gandhi- 2 October 1869 - 30 January 194 was the pre-eminent political and spiritual leader of India during the Indian independence movement. He is also known as Mahatma which means â€Å"The Great Soul†. He was committed to pacifism, that there should be no violence.(1) He had three concepts to follow in his life for independence of India: Satyagraha, Ahimsa and Swaraj. Gandhi introduced the concept of â€Å"Satyagraha† that means â€Å"passive resistance†. This passive resistance also means ‘soul force’ or ‘truth force’. The words satya means truth and Agraha means insistence, or holding firmly to (2). For Gandhi, Satyagraha is more likely a method which is the idea of practicing in non-violence. Gandhi says, â€Å"Truth (satya)†¦show more content†¦He always followed his ideologies no matter how others protest or disagree. This tenacity always brought him success in his way. Non-violence (Ahimsa) is Gandhi’s another concept where he says, â€Å"Literally speaking, ahimsa means non-violence. But to me it has much higher, infinitely higher meaning. It means that you may not offend anybody; you may not harbor uncharitable thought, even in connection with those who consider your enemies. To one who follows this doctrine, there are no enemies. A man who believes in the efficacy of this doctrine finds in the ultimate stage, when he is about to reach the goal, the whole world at his feet. If you express your love- Ahimsa-in such a manner that it impresses itself indelibly upon your so called enemy, he must return that love. This doctrine tells us that we may guard the honor of those under our charge by delivering our own lives into the hands of the man who would commit the sacrilege. And that requires far greater courage than delivering of blows. (7) So, within his words we see that he proved that everyone who has motivation can fightShow MoreRelatedPunjabi9291 Words   |  38 PagesUNIT 19 CONCEPT OF SWARAJ, SATYAGRAHA AND CRITIQUE OF WESTERN CIVILISATION Structure ! I 19.0 19.1 19.2 19.3 Objectives Introduction The Civilisational Justification and British Rule 19.2.1 Gandhi, Moderates and the Extremists on the Legitimacy of British Rule i I I Gandhis Hind Swaraj 19.3.1 Gandhi, Extremists and British Colonialism 19.3.2 Gandhi, Moderates and British Colonialism 19.3.3 Gandhi on Swaraj 19.4 Gandhis Critique of Modern Civilisation 19.4.1 Western Influences on Gandhi 19Read MoreThe Communist Manifesto Calling On The Workers Of The World2994 Words   |  12 Pagesfought not only against political systems and institutions such as aristocratic and colonial rule; they have also fought for their beliefs, values, and ideals. In 1848, Karl Marx and Friedrich Engels published The Communist Manifesto calling on the workers of the world to unite. Revolutionaries radicalized by the ideas of liberalism and nationalism took to the barricades as socialists promoting the concept of regional and world revolution – helping to spark the modern spread of the notion referredRead MoreEssay Questions On Disobedience And Rebellion3173 Words   |  13 PagesJimmy Chen Mrs. Meador Honor’s English II 1 Dec. 2014 Rough Draft for Argumentative Essay Thoughts of disobedience and rebellion have existed for almost as long as the first law or rule that could be broken. These thoughts come naturally to us, being humans we are curious and we wonder, what would happen if we were to do something different, something off the beaten path. This curiosity has fueled, our evolution, our development to the beings that we are now. It has spawned the thoughts of moralityRead MoreRastafarian79520 Words   |  319 PagesThis page intentionally left blank Foreword One of the most useful things about Ennis Edmondss Rastafari: From Outcasts to Culture Bearers is that it correctly traces the connection between the emergence of Rastafarianism and the history of resistance and black consciousness that has been part of the Jamaican experience for years. The truth is that there has always been a committed Jamaican counter- culture that celebrates and sees redemption in Africa and rejects the European values that haveRead MoreDeveloping Management Skills404131 Words   |  1617 Pages40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL SKILLS 232 233 Building Relationships by Communicating Supportively Gaining Power and Influence 279 Motivating OthersRead MoreLogical Reasoning189930 Words   |  760 Pages....................... 165 Abusing Rules of Grammar .............................................................................................................. 167 Using and Over-Using Euphemisms .............................................................................................. 169 Unintended Innuendo ....................................................................................................................... 172 Disobeying Rules of Discourse........................

Hate Crime - 990 Words

Hate Crime The simplest definition of what a hate crime is, is a crime committed against a victim due to his or her perceived role in a social group. Social groups can be defined by many factors such as sexual orientation, race, disability, religion, age, gender and many other factors. Within this essay I aim to evaluate the causes of hate crime and also to assess the impact of crime on victims and the strategies used for responding to hate crime. The types of hate crime I am going to be focusing on are race, sexual orientation and gender. What is hate crime? Defining hate crime has proven to be a difficult task, shown by the multiple academic and professional definitions that exist. Barbara Perry (2001) suggests that â€Å"as is the case†¦show more content†¦How will we know if these actions truly constitute a hate crime? What crimes are we going to include in our definition?† Jacobs and Potter (1998: 27) suggest that â€Å"how much hate crime there is and what the appropriate response should be depends upon how hate crime is conceptualised and defined†. So far I have outlined a number of academic definitions of hate crime and also the implications of defining such a crime. I am now going to describe the three types of hate crime I am focusing on which are race, sexual orientation and gender. Macpherson (1999) suggests that a racist incident is any incident which is perceived to be racist by the victim or any other person†. The Crime and Disorder Act (1998) state that â€Å"a racial group refers to persons defined by reference to their race, colour, nationality, or ethnic or national origins†. The figures for race related hate crimes taking place are at the highest with a staggering 43,426 people involved in hate crime at the moment. Despite all the public awareness of hate crimes since Stephen Lawrence’s murder, racially motivated hate crime is still taking place and does not seem to be decreasing. This brings me to question why figures are still rising despite law changes and public awareness. Research shows that few criminals are being prosecuted for committing a hate crime. Ministry of Justice (2008) â€Å"in 2006 only 11,500 charges of racially aggravated offending were prosecuted in EnglandShow MoreRelatedHate Crime : Hate Crimes1454 Words    |  6 PagesHate Crimes Hate crimes, two small words with a very big meaning. Hate crimes are happening everywhere, some hit the news, some go into newspapers and others don’t even make it to the point of any social awareness at all. Hate crimes are a targeted attack, one that should not be taken lightly. While hate crime laws infringe on free speech rights, acts of hate should be criminalized because groups of hate crimes have had a huge impact on social behavior for a long period of time, hate crimes victimizeRead MoreHate Crimes Essay1417 Words   |  6 PagesCrimes I. Intro-What is a hate crime . A hate crime is when a person intentionally selects a victim because of the race, color, religion, national origin, ethnicity, gender or sexual orientation. A person who commits a hate crime can come from any background and be any race. The term hate crime is meant to differentiate criminal behavior that is caused by prejudice from behavior that is motivated by greed jealously, anger, politics and like. Hate groups differ from one another in terms of membershipRead MoreThe Issue Of Hate Crimes2025 Words   |  9 Pagesfacing in the world are hate crimes. Despite this being a major issues, there appears to be no solution in sight to put a stop to hate crimes. For this paper I chose to focus on hate crimes I can gain more knowledge about this topic and because it s something that I have personally experienced. Throughout U.S. history, a significant proportion of all murders, assaults, and acts of vandalism have been fueled by hatred. As Native Americans have been described as the f irst hate crime victims, members ofRead MoreEssay on hate crimes661 Words   |  3 Pages Defining Hate Crimes Hate crimes has become an increasing problem here in the united states ranging from racial hatred to gender discrimination but what are hate crimes? According to Dr. Jack McDevitt, a criminologist at Northeastern University in Boston Hate crimes are message crimes, Hate crimes are defined as crimes that are violent act against people, property, or organizations because of the group to which they belong or identify with. The coined term â€Å"hate crimes† was first used No matterRead MoreHate Crimes Essay936 Words   |  4 Pagesare the roots of the violence/hate crimes today in our contemporary society? What can we do to reduce them? Explain. The world is full of HATE. What is this word? What makes someone HATE someone else enough to kill or harm another human being? Hate crimes are criminal actions intended to harm or intimidate people because of their race, ethnicity, sexual orientation, religion, or other minority group status. They are also referred to as bias crimes. Hate crimes have been going on in the worldRead MoreHate Crimes Laws And Hate Crime1543 Words   |  7 PagesHate Crimes What is a hate crime? Although the definition can vary based on what groups are included (Cogan, 2006, p. 174) the simplest definition would be, violence against a person or group of people based on their gender, ethnicity, sexual orientation, religion, race or disability (Burgess, Regehr, Roberts, 2013). Hate Crimes do not just effect the victim but also the community. Those who become victims of hate crime are not chosen at random, it is because of the group they identify with orRead MoreEssay on Hate Crime Analysis1420 Words   |  6 PagesHate Crime Analysis Kim Hull CJA/540 Criminological Theory October 13, 2011 Facilitator David Mailloux CERTIFICATE OF ORIGINALITY I  certify that  the attached  paper is my original work. I am familiar with, and acknowledge my responsibilities which are part of, the University of Phoenix Student Code of Academic Integrity. I affirm that any section of the paper which has been submitted previously is attributed and cited as such, and that this paper has not been submitted by anyone else.  I haveRead MoreHate Crimes, By Nelson Mandela1393 Words   |  6 PagesHate crimes consist of actions done against individuals or groups of people as a result of prejudice attitudes. These prejudices are based on race, religion, ethnicity or sexual orientation. Some crimes even go so far as to display actions against gender or physical and mental abilities (McDevitt, J., Levin, J., Bennett, S, 2002). As Nelson Mandela stated, a hateful attitude against others must be learned (Brainz, n.d.). Hate crimes are a learned attitude of prejudice against others because ofRead MoreThe Crime Of Hate Crimes1607 Words   |  7 P agesHate crimes are very common in today’s society, they can range from various ethnicities and orientations as well as the severity of the crime committed. A hate crime is defined as â€Å"the violence of intolerance and bigotry, intended to hurt and intimidate someone because of their race, ethnicity, national origin, religious, sexual orientation, or disability. The purveyors of hate use explosives, arson, weapons, vandalism, physical violence, and verbal threats of violence to instill fear in their victimsRead MoreReligion and Hate Crimes Essay2507 Words   |  11 PagesIn 2007, according to the Federal Bureau Investigation of the Nation’s law enforcement agencies â€Å"there were 9,535 victims of hate crimes; of these victims17.1 percent were victimized because of a bias against a religious belief which totaled to be 1,628 victims of an anti-religious hate crime† (1). Almost ten thousand people were victims of hate crimes alone in 2007. That is something to be alarmed about because part of living in the U.S.A as minority is to have freedom to do and be anything you

Difficult Teachers Recent Development on how they can be dealt with Free Essays

string(88) " administrators should possess if they are to effectively deal with difficult teachers\." Competition as a factor plays an important role in shaping up nearly all sectors in the present operational environment. Competition is rife in all sectors and education is swimming within these tides. Success of the teaching staff is largely guided by results and having even two ineffective teachers could lead to a bad name to a principal and his administration (Brock, Grady, 2003). We will write a custom essay sample on Difficult Teachers: Recent Development on how they can be dealt with or any similar topic only for you Order Now Inefficiency of the teaching staff can lead to loss of accountability and even place a school at risk of losing its reputation or failing to develop any. Like in the result oriented business world the ability of the teaching staff to set standards of peak performance or be close to the top performers is important in ensuring that parents and hard working teachers remain motivated and always seeks the best for students. Such levels of motivation are bound to trickle down to students and the result may be improvement in the levels of performance and development of a culture of success (Hopkins, 2009). It is thus upon administrators especially principals and head of department to ensure they develop creative, humane, supportive, tough and timely approaches to deal with teachers who are not performing for one reason or the other. This is further complicated if the teachers being referred to are difficult to deal with. Appreciation of the Problem In practical teaching, many principals confess of having dealt with difficult teachers in more than one occasion. It is generally believed that each institution has what can be referred to as troubled teacher (Hopkins, 2009). The fact that the teachers are difficult to deal with must not be assumed to be directly correlated to their performance. In some cases the best teachers can prove to be hard to deal with which presents a larger problem considering the impact they could have on a school if they were to quit or their problem addressed badly. It is generally true that troubled, exhausted and even confused teachers have multiple negative impacts on morale and school environment. Such troubled teachers have the ability to single handedly break the team spirit that is critical to staff success which results in fragmentation that is a breeding ground to failure in issues relating to school improvement initiatives. Difficult teachers have been termed by some researchers as a proverbial elephant in the staff. All in the staff are often aware of the existence of such a character but none is willing to confront for the fear of losing or what most refer to as being ‘trampled’. Many low performing and even high performing (based on result) institutions are overrun by such teachers who appear to be operating within their own code. It has been observed that some principals are even scared of such troubled teachers and though they are aware of their existence they do little to address the situation (Wilmore, 2007). The reality is that ignoring the existence of such teacher does little to address the situation which is let to manifest within the teaching environment and with time the negative effects may even be observed in the levels of performance that can be attained by a staff (Brock, Grady, 2003). Failure in performance may not only result to the ousting of a principal but also affect the lives of students who may have had better futures had it not been for the failure of the administrators in addressing difficult teachers. Principals must be appreciative of the fact that their roles as leaders is worth the risk because the goals seek more than material gain or advancement. This should also involve appreciation of the fact that the lives of the people within the school community and even outside the school community thus the society is dependent on the school system to provide meaning and purpose. This appreciation must be reinforced by personal assessment of the administrators to determine if they have the ability to effectively handle difficult teachers. Principals as managers and leaders have the role to ensure that the school community is motivated by dealing with the challenges to high levels of motivation and ensuring that impediment or threats to achievement of educational goals are addressed (Brock, Grady, 2003). Administrators have the ability to misjudge a straight or good teacher for a trouble maker. This is especially true for administrators who are still getting the feel of being in a new environment. Depending on the existing administration for support is cited as a possible avenue to ensuring that new administrators get a feel of the environment and therefore develop objective assessment of the staff including their own ability to effectively manage the challenges presented by the environment they are in (Wilmore, 2007). Difficult teachers can come in hordes or could be unique in a staff that is highly cooperative. Even in a dysfunctional school community, there are teachers who are considered difficult. Researchers have come up with values that they view as being important in dealing with difficult teacher in varied conditions. The values that must be inherent of administrators can be developed and play a role in ensuring that difficult teachers are dealt with in both functional and dysfunctional environments. Assertive administration is cited as one of the critical success factors in dealing with difficult teachers. The term difficult in difficult teachers is not out of their knowledge of martial arts or spiritual ability rather is assertiveness that manifests negatively. The level of assertiveness that such teachers display has been cited by some as being manifested in difficult to deal with but successful teachers in class. Disregard for the existing systems and rule on a regular basis that defines difficult teachers is a manifestation of a negatively developed assertive nature (Brock, Grady, 2003). It is only an assertive administrator that can effectively manage such a teacher and even reform his ways into those accepted within the established systems. Character building is an important quality that administrators should possess if they are to effectively deal with difficult teachers. You read "Difficult Teachers: Recent Development on how they can be dealt with" in category "Papers" Character building is the ability to mould the perception and thereafter actions of a teacher in a manner that leads to their entry or fit into an existing set of values. Character affects perception and therefore actions and should thus be developed in a manner that is positive if the actions are to lead to generation of value to both students and other teaching staff (Wilmore, 2007). Many researchers have come up with findings that blame the behavior of difficult teacher on the nature of their cognition. Such difficult teachers display their negative character irrespective of the nature of administration thus addressing the character issues appear to be the best approach to dealing with difficult teachers. Communication is considered one of the important tools that managers and leaders have in ensuring that goals are transmitted through out a system and people are motivated towards achieving set goals. Under constrained teaching environment, teachers may take on repulsive behavior to gaining the attention of the administration to issues that may be affecting their efficiency in teaching. While a negative teaching environment is not a precondition for difficult teachers it is a possible cause of negative teachers (Wilmore, 2007). Communication is an avenue through which the nature of difficult teachers can be discerned and it is only from this understanding that suitable intervention measures should be developed. Administrators must study and personalize the art of affective communication if difficult teachers are not to arise from a teaching environment and to also ensure a proper understanding of the negative teaching behavior. Developing a positive school culture has come up as one of the critical success factors in reducing the prevalence of difficult teaching. Poorly performing schools have been recorded as being a breeding ground for difficult teachers (Whitaker, 2002). A poor school culture develops a negative picture of what is expected of a teacher and develops a breeding ground for negative perception and energy that could result in difficult teachers. Some researchers have tried to develop a theory in a bid of have a clear image of difficult teacher formulation in an environment which postulate that a negative culture direct the otherwise positive energy that could have been channeled into positive development to poor interaction with students and other members of staff (Wilmore, 2007). The role of developing a positive culture has been studied in business and involves interaction with positive people and promotion of positive norms and values. The role of managers and leaders is prominent in this phase and could be the defining factor between failure and success. Contribution of the administrators to teaching and addressing issues that teachers and students are faced with plays an important role in ensuring that administrators are appreciated as part of the school systems. By contributing to issues relating to staff development administrators are placed in a position where they can effectively monitor events within their environment (Whitaker, 2002). This is in line with proactive approaches to issues where reporting systems are a formal or documentation systems and not an avenue through which leaders gain insight of problems. By actively contributing to the school community and being at the fore in addressing issues, administrators are put in a position where they can be effective in ensuring overall school development. Conducting assertive interventions and timeliness are the other important values that administrators must display to be able to effectively manage difficult teachers. It is generally believed that the most effective way to deal with students is addressing the teachers. A school in its basic definition takes on a hierarchical structure was the teachers act as a bridge between students and the administration (Whitaker, 2002). Assertive intervention systems are important in ensuring that other teachers whom are often aware of the existence of a problem become informed of strategies that are being taken to address them. Timeliness is a value that is of critical importance in minimizing the negative effects of difficult teachers in a school community. Procrastination has been cited as one of the avenues through which administrators let negative effects of difficult teachers affect existing systems with negative repercussion (Whitaker, 2002). Addressing procrastination is therefore a critical success factor and can only be attained if timeliness as a factor is ingrained within systems seeking solutions. Manifestation of Difficult Teaching The ability to identify problematic teacher is important in ensuring that the effect that he has on other members of the teachings staff are mitigated. Difficult teachers come in different forms according to a recent survey that seeks to develop a clear understanding of difficult teachers (Whitaker, 2002). Understanding the exact manifestation of difficult behavior in teachers and interaction with other staff members and administration is important in devising strategy that can be used in dealing with threats that they pose. Complaining and negative teachers have been cited as the most difficult to deal with. It is advisable that such teachers be directly and confidentially addressed (Waterman, Waterman, 2006). Ensuring that teachers are aware of the effects that their behavior has on existing system and achievement of the educational goals and presenting a platform for them to raise issues that may be affecting them in a confidential manner is important in ensuring the interventions do not manifest negatively. Research shows that some principals however choose to ignore the negative comments from difficult teachers. Though success of the interaction in such a case is dependent on the degree with which the administrators can focus on positive staff members, ignoring the negative staff members is misplaced and could be counter-productive. Stating expectations and offering assistance have for a long time been considered vital steps in dealing with difficult teacher; however, the change in environment and the need for leaders and managers to be proactively involved in day to day running of their systems has led to increased requirement on administrators (Whitaker, 2002). Noise makers and anarchist are considered the second most common characteristic of difficult teachers. Directly addressing their behavior groups is considered the first step to addressing issues they may be faced with. Stating what is expected of them including policies, behavior and expectation while monitoring progress are also considered success factors (McEwan, 2005). Research shows that if the initial intervention framework fails in developing observable change in the teachers placing them on an improvement plan is considered the next phase by many. In most cases, the intervention system for these behavior group end with a teacher being asked to leave a faculty after all measures fail in developing positive behavior change. Difficult teachers can also be defined by high propensity to gossip. While gossip may be considered a form of communication in any social setting if it continues to grow it could prove difficult for administrators to replace it with the truth. A factor that is widely appreciated as being a stumbling block to effectively addressing issues that an organization is faced with is gossip which affects the level of efficiency that can be attained in communication. Administrators must ensure that such members of staff are made aware of the negative effects that gossip could have to the attainment of school goals. Most leadership experts point to the fact that openly showing disgust and disapproval of gossip could lead to positive results (McEwan, 2005). Institutions that are aware of the negative effects that continual gossips has on communication efficiency have in the past asked difficult teachers to consider leaving a faculty if they could not deal with their love for gossiping. Backstabbers are another problem group where the direct approach is cited as being most effective. In fact a more direct approach than in all other cases has to be used in confronting culprits with questions on the why, what, where and when regarding a case. Depending on the magnitude of a case the intervention systems may either involve letting the culprit be aware of the fact that his actions have been brought into light and citing insubordination which may also involve restating expectation of behavior and initiation of an improvement plan (McEwan, 2005). Research shows that most principals are aware of the existence of such backstabber but consider their actions less influential on attainment of goals. Backstabbing is viewed by principals as differing opinions rather than lack of appreciation of the input of other members. This is a negative perception that is reflective of the differences that exist between practice and research. Discussion There appears to be a wide appreciation of the extent of difficult teachers. Researchers have tried to dissect the problem from different dimensions to ensure that its emergence, manifestation and even approaches to its management are well understood. Behavior development; nature of experiences that a teacher has undergone; the nature of the operational environment and objectives of the teachers are factors cited as being vital in defining the extent and effect of difficult teachers. There is no doubt on the effects that such teachers could have on the levels of morale and even attainment of administrative goals. One of the most important developments in recent research is an effort to develop a clear understanding of the different behavior groups and how each group can be addressed. Direct measures and restatement of the vision have been stated as being vital in ensuring effective management of different cases. The role of the administrators and the critical success values are applicable in the measures that have been developed for different behavior groups. It is apparent that there is little that can be done by researchers to address individual cases however administrators can pick from the general guidelines that have been developed to come up with measures in management and leadership that can ensure difficult teachers are dealt with in a manner that leads to professional development. Critical review of success factors and steps involved in mitigating and addressing specific behavior problems points to the fact that effective leadership and management are important in identification and address of difficult teachers as a key problem in achievement of schooling goals. The art and science aspect of management have to be reinforced with appreciation of the potential effect that problem teachers have on attainment of a school’s objectives and facilitation of communication and transmission of positive values in attaining efficiency. There is no doubt on the role played by innovation, creativity, skills, experience, coordination and overall strategic management in ensuring difficult teachers are managed and their effects addressed. Conclusion Difficult teachers have the potential of disrupt learning and lead to loss of morale in the teaching staff. Understanding the teachers which involve ensuring high levels of interaction with them and application of strategic management principles in addressing the challenge they present have widely been discussed by researchers. There however appears to be a gap between research and practice in that some principals and administrators despite the effects that difficult teachers have on attainment of school goals ignore their existence. Researches on how this appreciation can be developed are lacking and are one of the key areas that have to be addressed if the current state of research is to be helpful to practicing administrators. Little has been done with regards to difficult administrators who may in fact pose a greater threat to attainment of schooling goals. A further understanding of the cause of difficult behaviors among teachers must be developed to create a good platform for administrators to base their interventions. In a nutshell, the current researches provide a suitable platform for definition of strategic directions that can be taken in addressing difficult teachers; it is however upon administrators and the entire school community to develop specific approaches that are relevant to their cases which differ different owing to different values and expectations that characterize schools. How to cite Difficult Teachers: Recent Development on how they can be dealt with, Papers

Environmental Management in Oil and Gas Exploration and Production

Question: Evaluate the function and aims of stabilisation clauses and comment on how they seek to achieve the stability that parties desire. Answer: Exploitation and Exploration process in the hydrocarbon sector are considered as one of the most regulated activities that operate in national legal systems because there are a number of public interests that occupies them and their significant role in the economy at the national level. Petroleum and its products are one of the international Commodities that are being traded since the 18th century. The development of international oil and gas industry was equivalent to the domestic development in the US in the 19th century. At present most of the oil companies exists in the regions where oil is produced and other small and medium oil companies operate in more than one region. Oil and gas industry is one of the largest growing sectors but is always surrounded by a number of conflicts. The fluctuation in the price of crude oil and oil based products requires an international law which should be applicable to all the countries. Every country has its own rules and regulations which are a pplied to the development of oil and gas in that country. There are some common concepts and approaches that can be applied to international laws for oil and gas industry. A number of disputes occur in the transaction of petroleum based products like Oil and gas amongst the Oil companies and the host countries. This usually happens because of the conflicts of government with government and private organizations of other countries (Roe, 2011). Witnessing such conflicts there is a great need to form international laws for oil and gas industry which must address the type of legal system used in the particular country, national sovereignty and international treaties and conventions. With respect to the substantive rules of international law applicable to oil and gas industry, the countries with the occurrence of oil and gas are free to change their laws and legal regimes that govern the natural resources. The sovereignty means freedom to make changes in the law but it does not allow vio lating the international laws for oil and gas sector. The international law for Oil and Gas sector has surpassed the national borders over the past few years. With the restructuring, privatization, cross border trade of energy, the emergence of a cut-throat market, professional and industry associations, regional integration etc. affects each other for which there is a need for a legal framework that provides a guideline for regulatory implementation. The international law has been developed and expanded for oil and gas sector from the rules of formal diplomacy to handle a number of issues (Mansour Nakhle, 2016). The international law for oil and gas industry is associated with EU energy Law and Lex Petrolea. Lex Petrolea covers a broad area of the international law for which the size of the oil and gas industry and significance has to be specified. It can be referred as a specific lawful regime which has been developed to meet some specific requirements associated with oil and gas industry. It can also be viewed as an application of an international law in the area of Oil and gas sector. EU energy law has grown exponentially in the last 20 years. The EU has issued some directives on the specific energy matters and they addressed particular situation only and had very less significance (Otero Castrillo, 2013). The series of domestic market directives that accompanied the regulations started with the issues such as cross border transit and transparency and moved on to the discriminatory issues such as upstream licensing directives and utilities procurement etc. The first Directive for energy market appeared in the year 1996, which was followed by the Directive for the Gas market in the year 1998. These are the two legislative instruments that are being followed by two energy law packages from the security of supply Regulations and directives which also included the green energy packages. The green packages include renewable energy, emission trading, energy savings, carbon capture and storage etc. There is a critical issue of energy security that usually prevails in Oil producing states that have a focus in attracting the investment from foreign countries that includes technical requirements and funding as well for the extraction and exploitation of the natural resources (Fanchi, 2007). Usually, states can either permit an exclusive license or they can permit a non- exclusive license for the growth of oil and gas industry. In the case of an exclusive license, an absolute ownership is granted to the State for underlying petroleum and bestows it for exploitation of petroleum to private entities. The other option that can be suggested is to take on private Companies or investors in a non-risk based or risk based contracts for the work. A risk Based contract e.g. Petroleum Sharing Agreement may engage state unit that may possess either an exclusive or non exclusive license for the exploitation of Petroleum resources. On another hand, a Non risk based contract for the work state ma y hire a paid Contractor to work under a contract. The region where petroleum is discovered and produced, it is usually shared amongst the Government and the company that has invested in it with respect to the terms and conditions that have been agreed to a contract (Visser Larderel, 1997). It has been observed and analyzed over past decades that Developed Oil Producing countries usually employ exclusive license approach for the development of Oil and gas resources. Whereas for Developing Oil Producing Countries, they usually employ for risk based contracts under the Petroleum Sharing Agreements. The exploration and exploitation of Oil and gas are accompanied by some environmental impacts such as air pollution, water pollution, damaged land, oil spills and accidents and fires. At present the social impact has also come into existence that the exploration process also affects the society. The Oil and Gas industry are making so many efforts to manage such environmental issues such as combating deforestation, managing sustainability of the land, atmosphere protection, conservation of biological diversity, protecting oceans and management of radioactive wastes etc. The Oil and Gas industry have actively participated in the development of an effective system to manage the harmful impact of the exploration and drilling process of Oil and Gas (OGEL Team, 2016). The use of advanced and innovative technology in the management of the harmful effects of drilling process is the key tool that helps in minimizing and controlling the effects. Such initiatives made by the Oil and Gas sector for the management or environmental impacts have been defined in the UNEP and IPIECA. Such initiative includes the application of innovative technology in Malaysia which was applied by Mobil and Shell. The regulatory enforcement and control are the utmost responsibility of the national competent authorities. International law for environment consists of those, substantive, procedural and associational rules which have the rules and regulations for the protection of the environment (Nishith Desai Associates , 2014). It is very clear that because of human activities environment is affected at the very high rate for which it becomes important to safeguard it by some strict laws. Some of the international environmental regulatory frameworks include the Montreal proto col, Basel Convention, MARPOL, UN law of Sea etc. The resort to the renegotiation and stabilization clauses for investment contracts in international oil and gas industry are acceptable when one may consider the area of conflicts that usually lies amongst the respective domains of Parties under a contract for international Oil and Gas investment. As per the statement of Business professionals the main objective of any multinational company is to increase the profit whereas the government of the Oil producing state basically targets on increasing the revenue. Additionally the host countries under any normal condition need to protect the interest of their citizens against the interest of the multinational investors. Seeking such conditions has led the oil producing state to implement the sovereignty claims for access to resources and take action against the oil and gas investors that may range from complete confiscation of interests of the investor. The stabilization clauses are defined as the clause that helps to maintain the Multinational investors interest by confining the administrative power and legislative laws of the State that aim at the independent modification or ending the original agreement that was entered by the parties without the permission of the Multinational Investors or companies. The Stabilization clause has two variants namely stricto sensu and intangibility. The intangibility clause offers that Government of the host country should not modify the contract of their own or end up the contract (Nliam, 2014). Whereas the strict sensu clause generally offers that any Governing Law of the Contract for Investment should belong to that contracting state where the contract was accomplished. This helps in preventing the undesirable application of any successive changes in the state law of contracts. The outcome of the implementation of stabilization clause is to prohibit the application of any laws and regulations i n the future which help in tying the contracts for investment permanently to the rules and regulations that were put at the time when an investment contract was being entered. There are four types of stabilization mechanism which can be employed such as freezing clause, hybrid clause, good will clause and intangibility clause. A typical stabilization clause may freeze the law of the state to make sure that the positive conditions that encouraged the multinational companies or investors to invest in this sector are preserved (Bayode, et al., 2011). Therefore the stabilization clause is referred as a discriminatory weapon for the stability of contract which is mainly positioned in the developing countries and not in the developed and industrialized countries to which the main multinational oil and gas investors belongs. The real meaning that lies with the application of stabilization clause is to offer an advantageous measure for the stability in the contracts which is the critical concern for the investors. Therefore, the stabilization clause can be viewed as a great need for the developing countries of Oil and Gas who relies mainly on the revenue from the sales of Oil and Gas industry with a purpose to undertake the economic projects such as investments in energy security. To a great level, the alternative to the stabilization clause has been originated from the demands and requirements of the multinational companies and investors and the financial organizations with which they are associated to safeguard their investment from any kind of risk which may be political, fiscal, environmental, regulatory etc. The effectiveness of the renegotiation and stabilization clause is confined with the implication that it is not regarded as the protection for the absolute investment that guarantees the investment in Oil and Gas industry and the parties in contract with Oil and Gas sector and they can work together for an effective indulgence of stabilization and investment protection with the help of these clauses (Khodykin, 2016). For the countries that are developing in the Oil and Gas sector has the ability to get on the modern methods of energy security are dependent on the revenues which can be invested for the exploration of oil and gas resources. The renegotiation and stabilization clause occupies an important position that only attracts investments but also ensures security (Okuthe, 2015). Bibliography Bayode, O. J., Adewunmi, E. A. Odunwole, S., 2011. Environmental implications of oil exploration and exploitation in the coastal region of Ondo State, Nigeria: A regional planning appraisal. Journal of Geography and Regional Planning, March, 4(3), pp. 110-121. Fanchi, J. R., 2007. PEH:International Oil and Gas Law: Society of Petroleum Engineers, Availble at: https://petrowiki.org/PEH%3AInternational_Oil_and_Gas_Law#International_Law_and_Legal_Systems Khodykin, R., 2016. Applicable Substantive Law - Chapter 15 - Arbitration Law of Russia: Practice and Procedure: JURIS PUBLISHING LLC, Available at: https://www.jurispub.com/Applicable-Substantive-Law-Chapter-15-Arbitration-Law-of-Russia-Practice-and-Procedure.html Mansour, M. Nakhle, C., 2016. 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