My Brothers Choice essays

My Brothers Choice essays Drug abuse In the United States of America, we, the people value several things, some of which are freedom, expanding and taking care of our families and our financial security. We, the people, take such things for granted. We also discourage some behavior, such as crime, laziness and use of illegal drugs. Drug abuse is one of the most discouraged behaviors in our country. Use of illegal drugs is harmful to the user and ~~~ those with whom the user comes in contact. I have a brother that is an alcoholic and user of crack cocaine. As a child he was a loner. He had very few friends, but he mostly kept to himself. When we were growing up, yes my parents both drank, and we had to go through the weekends of parties, hanging out that our parents did. However, my brother was the only one who waited up to see if mom and dad would get home. Perhaps thats when he started to drink. He was a functioning alcoholic since his youth and no one knew. The most popular drug in America, alcohol, is gener~~~y thought of as soci~~~y acceptable and relatively harmless. But it can have devastating effects. Alcohol might seem very harmless but it can harm the user very easily. Alcohol was and continues to be easy to obtain and consume. It is taken as a beverage and, since it is legal, it can be purchased at the corner store. In New York where we grew up, drinking wine was the fad to most of the teens in our era the 60s and 70s. Most of the kids I saw drinking norm~~~y drank a lot in the mornings and weeknights. I never saw my brother drinking, but knew he acted different from the rest of us. My brother was very close to our mother, so when she died he absolutely lost it. He became even more distant and the drinking increased to the point that we could no longer tolerated his behavior. I did not understand his problem, until I became an adult. He was more than a social drinker. Rationalizations and intel...

How To Get Your Professor’s Help Finding a Job

How To Get Your Professor’s Help Finding a Job Networking is everything, right? But what if you’re only just out of college- or perhaps still in college. Who do you have to network with? Keep in mind you may be forgetting a valuable resource: your professors. They know better than anyone about your skills and performance, and they have professional contacts galore. They’re also generous! And if they know you very well as a student, they’d probably be more than happy to help steer you towards success.Sound great? It is. But it’s not that easy. There are a few things you’ll have to do in order for a professor to be willing to vouch for you like that. Here are a few steps you can start with to earn their favor.1. Do the work.It sounds very simple, and it is. But you have to put in the effort. Show up to class. Do the work, and do it well. Speak up in class. Stay engaged. Turn up to office hours. Do your best, humbly accept criticism, and improve. Showing you can learn from mistakes and act respectf ully and grow sets you up very well, indeed.2. Get some face time.You’ll need to have a relationship with your professor if they’re going to put their name on the line for you. Send out a beginning-of-the-semester hello email introducing yourself. This will help you stand out early on, especially if you back it up by attending office hours at least semi-regularly. You’ll set yourself up well to be on the radar when you need to ask a favor.3. Be helpful to get help.Offer to help with your professor’s clinical trial or big research project. You might have to start small as you build experience, but eventually you’ll learn a ton and gain their trust and respect. And that way when you ask for help, it won’t be entirely one-sided.4. Ask for a recommendation letter.A recommendation letter is a great gateway to other kinds of career help. You’ll definitely need references in your first flurries of job applications. Trying to find your first job can be daunting and confusing, and a letter from your professor can really help make all the difference.5. Seek informational interviews.You can also ask your professor for help setting you up with their professional contacts for informational interviews to get a sense of what working in a particular industry will be like. Asking for referrals to contacts and introductions is a smaller leap than asking for help finding a job. And if you make them proud you’ll be well-placed to ask them for the bigger stuff later on.6. Get help with your resume.The last step on the way to actually asking for job help is to ask for help preparing your job application package. No one knows better than your professor, a professional in their field, what would be most advantageous on a resume. Swing by those office hours again and ask for tips. Don’t show up with a blank page and expect them to write it for you. Do put a lot of work, and thought into your materials and ask just for enou gh help to polish up the details.

Complete work Essay Example | Topics and Well Written Essays - 750 words

Complete work - Essay Example For the few women who owned businesses, and were married â€Å"in manu† (meaning their husbands were in control of them), the groom together with his family was in charge of all the woman’s possessions. This law prevented women from owning anything they earned with the inclusion of her inheritance and dowry (Kidner, 2014). Women almost had no say in the ‘manus’ marriage and what the husband said was the last word on all the matters. I believe that if the women were given the opportunity to own property in the manus marriage, their families would have benefited more, as there would be two providers. In politics, women could not support their husbands in privacy and not in the public. Their public role was to attend to the traditional activities of household chores. At home they could weave, spin yarn in order to make clothes for their families (Kidner, 2014). If women had a say in politics and even participated in things like voting, most of the empire probl ems would be unheard of and the empire governed in a much better way. Women were also made to think that their role was to sit pretty at home, nurture their children and heed to their husband's decisions. Unlike today's society, fathers chose husbands for their daughters and girls got married at the legal age of 12 years (Kidner, 2014). Fathers allowing their daughters to become of age and then get married to the men of their choice would have resulted in decreasing the number of divorces as well as sexual promiscuity. The male dominance in the Roman Empire was a great influence on how women led their lives. The men were the determinants of what was good or bad for the women. They suppressed the voice of the women who only had an option of doing that which their husbands or fathers demanded from them. Their opinions did not matter and therefore were in no way an influence to the social norms nor the political attributes in the empire. This did not stop the women but they raised high above the norms and laws and managed to change their world. This persuasive paper shows how women changed some of the social factors of the Roman Empire. Women in the Roman Empire may not have had any political office or any voting rights but made great contributions in religion. They did this amidst the fact that they could not stand for their rights. Women always had to serve under a male figure, be it a husband or a father. Men dominated in the social field and politics but the amazing thing is that they were not a great influence on religion. As it was customary, the women took care of the homestead’s shrines, altars, and offering daily prayers. They would perform the necessary rituals to keep the household gods appeased. The Romans believed that these gods, when women appeased them, would live in harmony with the family. The appeased spirits would protect the home and family from any harm and so the women had to pay attention to how well they kept the gods. However, thi s changed over time as women became goddesses and there are coins present in the empire that have images of these goddesses. Helena was the woman who saw it that Christianity was the foundation of the Roman Empire (Winter, 2003). The chauvinistic male society made it clear that only males would assess education. Women, as per

Discuss how and why leaders are able to influence their followers Essay

Discuss how and why leaders are able to influence their followers. Illustrate your answer by using examples from different power - Essay Example It can be inferred that a person possessing these qualities form a good role as a leader. A leader demonstrates high self-esteem and positive attitude. He emphatically works towards the achievement of objective but never gets aggressive for it. A continuous training, self-study, and evaluation in life develop the traits of leader. Situation can never be as per our desire but response to those situations remains under our control. A good leader not only responds in a positive manner but also inspires other members of group to see the brighter side of the situation. Why Leaders Influence Followers Influence and leadership are complementary. It is considered as one of the integral elements of power. A potent leadership cannot sustain without influence because that is the fundamental aspect of leader. Influence forms part of the core components of leader’s traits. Influence is the ability of leader to maintain respect and position of power within an organization. Certainly, influe nce in a flourishing organization must not be used negatively and should be used positively to influence subordinates and co-workers. Leaders use influence in order to demonstrate their control and autonomy. Leaders need to influence followers to: Alter their schedules and plans Provide timely and relevant information Support and approve proposals and plans Carry out and accept new tasks Control inappropriate behavior How Leaders Influence Followers There are numbers of tactics that are utilized by leaders in order to influence followers. Power Use Model predicts tactics of leaders in terms of hardness and softness. Hard tactics include legitimating, exchange, assertiveness, pressures, coalitions, and upward appeal. Soft tactics include inspirational appeal, personal appeal, ingratiation, consultation, and rational persuasion. Three possible outcomes are revealed as a result of these tactics. They include resistance, compliance, and commitment. A successful leader is the one that un derstand what tactics will work best for specific group of individual or particular situation. If the anticipated outcomes are not attained, it indicates that an inappropriate tactic has been used. If leaders intend to drive a change, the art of influence must be learnt. 1. Reward Power Reward power comes from the perception of employee that supervisor or leader has the capacity to provide specific reward to deserving individuals. It is the leader’s ability of rewarding those employees, who demonstrate desirable behavior. Some examples of reward power include promotions, pay increase, status symbols, work schedules, bonuses, recognition awards etc. Even a simple privately or publicly admiration for a job done well is considered as reward and can be proved as a beneficial management tool. For instance, if an employee suggested a process enhancement that ultimately saves money of the respective department would be rewarded and in this way, reward power spurs motivation and prod uctivity at workplace. It is human nature to go that ‘extra mile’ for the sake of additive benefits. Many researchers argue that power is usually perceived. One has power only if he really believes he has it. 2. Coercive Power Coercive power is considered as having the perception of fear among employees. It is that power, which comes from the authority of an individual to punish. Leaders demonstrate this type of power by threatening others. According to

Robert Frost Poetry Coursework Essay Example for Free

Robert Frost Poetry Coursework Essay Robert Lee Frost was an American Poet born in San Francisco, his life spanned from March 26th, 1874 to January 29th, 1963. He moved to New England with his family when he was eleven years old. He discovered his love of reading and writing poetry during his high school years when he was in Lawrence, Massachusetts. After Harvard he began writing his own poetry but it was only after his conference with the poet Edward Thomas in London that he truly discovered his voice. On his return to America he published two collections of poems, the most famous of which was North of Boston. The two poems I will be looking at are Home Burial and Mending Wall. The very first thing I noticed about the two of these poems is that they are both examples of the breakdown of communication between people. The first poem Home Burial is an example of an eclogue. The title Home Burial has both connotations of a warm, comfortable home and also a burial, which is both related with death and mourning. It is on the whole written in dialogue but has some narrative. The second poem Mending Wall and its title have meanings on human communication also. Mending meaning to fix and also it is present tense meaning its ongoing and Wall is an object that can be used either as a barrier between humans or something to keep them together. Many people say this poem is Frosts most enduring and most typical dramatic monologue I will look at Home Burial first and display Frosts ideas on human understanding and contact first. By starting the poem with He this already seems to make the man the main character even though her is at the top of the stairs making her the more dominant of the two. She in unconscious of him, but when she realises he might be there she looks over her shoulder at some fear however if they are married why does she fear him? He then asks her what is it you see from up there always? for I want to know. (at this point the dominant role is passed onto him) which shows that they have never actually talked about why she always looks out that window until that moment. At the same moment she no longer fears him and her faces turns from terrified to dull when she realises he is only being curious. However he then asks her again and mounts over her until she is cowering meaning she fears him. This shows that he feels the only way to get it out of her is to frighten her. But this contradicted right away when he says I will find out now you must tell me, dear. The use of the comma and word dear shows that he is now trying to appear as non-threatening to her. However even this doesnt work as she refused him any help. She seems very stuck to being misunderstood and even when he tries to help her, she will not help, in the hope that he will discover it himself but she knows he wont. She even lets him look out knowing that he wont see because he is a blind creature. However after a while of looking out he says oh [] its just that I can see. However by this point the word see has lost a lot of its meaning by being repeated so often. But even after saying this she challenges him on what he sees by saying you dont [] tell me what it is He then launches into how he would have noticed it, had it not blended in with the background. But whilst talking he upsets her by talking about their child in the grave almost in passing. Its not the stones, but the childs mound The man is shocked when she starts telling him to stop and asks why he cant mention his late son. She then, instead of staying and communicating to him, decided to leave for some fresh air. But he then tells her how she should stay and talk to him instead of bringing their problems to other people. He then tells her how he would like to ask her something to which she replies that he doesnt know how to ask. This to me shows that she knows what he is going to ask before he actually does, so I think although they dont talk they do have an understanding of each other even if its on a small level. She then says My words are always nearly an offense. This illustrates how even if he does try to communicate she does not listen or else does not take the correct meaning from what he says and just sees the negative side from everything he says. He then says a man must give up being a man with womenfolk. This brings in the subject if gender can be a barrier between human communication and understanding. But there is also a meaning in the subtext of how he doesnt think any of the blame should be put on him because she finds everything he says as offensive. He then goes on to plea for her to speak to him, to give him one more chance to redeem everything that is wrong with their communication problems, but she needs to stop being so over-reactive to everything. His statement evokes a sense of equality as he is saying that he will try to mend his wrong-doings if she agrees to do the same with hers. However once he says that her sense of loss over her child should be satisfied she sees the negativity in this and says that he is sneering. To which he replies Im not, Im not. This shocks me as this is just what they had been discussing about how they should give each other a chance and try and not be so quick to judge each other and straight away they are at it again. This, I think, is the point where the woman begins to truly open up as she then says to her husband about how he should have more to talk about and more to feel about their dead son, especially to the fact that he was the one to bury him. And then she gets even more annoyed by how when he came in from digging the grave he talks off average, mundane even, topics. She then talks of how if he cant grief over his son, he wont be able to grief for anyone, and if he continues like this he will be unaware of how alone he really is. She then remarks, If I can change it. Oh, I wont, I wont! meaning that she will keep to her grief. Then the husband says There, you have said it all and you feel better. You wont go now. Which sounds very patronizing like he wasnt even paying attention and that he only cares that she wont leave the house for people to see her in her state. And then to prove even more that he wasnt paying much attention to what she was saying he says Amy! Theres someone coming down the road! This is exactly what she had been talking about what she hated him doing and he does it. If he did it to annoy her or that he simply wasnt listening to her it isnt apparent, but it shows a great void in their communication and understanding of one another. The woman is so distraught to how he directly ignores everything she was saying that her sentences are all broken up. She then opes the door wider to leave as she is in a frenzy. The poem then ends with him using violence again to try and get her to stay, so even after they had this long and deep conversation they both returned to how they originally dodged conversation, fleeing and using violence. Now I will go onto talk about the poem Mending Wall and how it is used to convey human barriers between communication and understanding. The writer uses first person singular in this poem to create a persona, and so he can put his own views into the poem easily. It begins with Something there is that doesnt love a wall this is an inverted syntax which creates a tone in the poem and contains the word love which is a very strong word especially for an inanimate object like a wall. The next part says that sends the frozen-ground-swell under it; this made me think that he is possibly using frost on purpose as it is his name. It also contains an active verb to create an ongoing sense in the poem. The active verbs are carried on in the next two lines. makes and work these are the two other active verbs. He then says I have come after them and made repair this shows how he and his neighbour have went out year after year to fix this wall. I think the major part of this poem is if the wall is to be thought of as a barrier or as a magnet which almost brings him and his neighbour together. On one level it is separating their homes from one another, but it also brings them together once a year to repair it. Every year he goes to his neighbour and tells him of how the wall is in need of mending again and they both stay on their own side of the wall picking up the rocks which have fallen out and placing them back in. He talks of how they use spells to make the rocks balance, this shows how the persona of the speaker is very imaginative, but it is also shown in the poem how the persona spends a lot of the poem ruminating over different, small things. And then in the actual spell there is an exclamation mark to add to it. He finds it fun calling it an outdoor game almost like how a child would treat it. He is all pine and I am apple orchard. My apple trees will never get across And eat the cones under his pines, I tell him. He only says Good fences make good neighbours. This paragraph I think shows how he wishes to take down the wall, but instead of directly asking him decides to show him that there is no point in keeping the wall. The neighbour replies with a quote which he has obviously learnt from generations before him and hasnt actually put much thought into. I think this is a classic case of how bad communication can come up, this man has no views on the wall and is only using views of which he has heard from his father possibly and doesnt even consider what his neighbour is saying. Before I built a wall Id ask to know What I was walling in or walling out, And to whom I was like to give offence. This is where the poet realises he has no need for this wall and wishes it wasnt there. I also think he is actually offended buy the way his neighbour doesnt want to take it down by the way it says to whom I was like to give offence. There is repetition of the phrase something there is that doesnt love a wall. But this time instead of thinking of an animal I think you are made to think of how the neighbour doesnt listen to the poet and decides to keep the wall up. And however, much he would like to make the neighbour realise the wall is doing no good, he wants him to want the wall down without him saying anything. The poet then notes how his neighbour moves in darkness or in other words is unaware of how there is no need for the wall. So in this poem I think there is a very large barrier in the way of their communication between each other. The poet tries to reason with the neighbour to show there is no need for the wall, but the neighbour prefers to stick with his old quote, because it is one he has already though of a lot. Between these two poems I prefer Mending Wall to Home Burial because of its rhythm throughout it and also I like the very child-like views in it as it makes me feel like I can relate to it more. Home Burial also used terms and wording structure which I found very hard to understand. I think there is also a lot of differences in the culture in these poems and that may determine why the characters could not understand or communicate with each other. The fact that Mending Wall was set in a farmland could mean there is not many other people there and that could determine people and their communication skills. And Home Burial is set between a couple who seem to argue a lot so that doesnt show how every human has trouble understanding each other, just them two.

tuesday with morrie :: essays research papers

How to give a summary of such a powerful book seems to me to be beyond comprehension. The book has left me so full of life, so committed to changing the way I behave, the way I think, the way I feel about life, death, how I treat others, and how I spend the hours of everyday. The book has left me with thousands of zooming thoughts in my head, like moths circling a light bulb, just trying to feel the soothing heat being radiated from it’s ember glow. The way I feel after reading this book, must be how an immigrant felt when taking those first steps onto American soil. Extremely overwhelmed yet so filled with anticipation for the new life they can lead, if only they make the right choices for themselves, and not fall into the pitfalls of society’s culture, but make a culture of their own. â€Å" Invest in the human family. Invest in people. Build a community of those you love and who love you† The main character of the book is a College professor at Brandeis University in the city of Waltham, Massachusetts. His name is Morrie Schwartz. One of his students (who he hasn’t seen in sixteen years) has just heard the news of his favorite professors, battle with Amyotrophic lateral sclerosis (ASL), Lou Gehrig’s disease, a brutal, unforgiving illness of the neurological system with no known cure. The student, Mitch Albom, (also the author) decides to fulfill the promise he had made to Morrie after graduation, of keeping in contact. He catches a flight to Massachusetts on a Tuesday and does this for the next several Tuesdays till the death of Morrie. On those Tuesdays, classes were being held, not in the all too familiar classrooms of the college, but in the intimate setting of Morrie’s home. They would write their final thesis paper on â€Å"The Meaning of Life.† The paper was to include but not be limited to the following topics: Death, Fear, Aging, Greed, Marriage, Family, Society, Forgiveness, and A Meaningful Life. Every Tuesday when Mitch would arrive he could see the brutal deterring of Morrie’s small disease infested body. Yet the spirit of this small dying man was bigger than life itself. This confused Mitch, but as the story progresses Mitch begins to comprehend why this man with only months to live is still so filled with life. tuesday with morrie :: essays research papers How to give a summary of such a powerful book seems to me to be beyond comprehension. The book has left me so full of life, so committed to changing the way I behave, the way I think, the way I feel about life, death, how I treat others, and how I spend the hours of everyday. The book has left me with thousands of zooming thoughts in my head, like moths circling a light bulb, just trying to feel the soothing heat being radiated from it’s ember glow. The way I feel after reading this book, must be how an immigrant felt when taking those first steps onto American soil. Extremely overwhelmed yet so filled with anticipation for the new life they can lead, if only they make the right choices for themselves, and not fall into the pitfalls of society’s culture, but make a culture of their own. â€Å" Invest in the human family. Invest in people. Build a community of those you love and who love you† The main character of the book is a College professor at Brandeis University in the city of Waltham, Massachusetts. His name is Morrie Schwartz. One of his students (who he hasn’t seen in sixteen years) has just heard the news of his favorite professors, battle with Amyotrophic lateral sclerosis (ASL), Lou Gehrig’s disease, a brutal, unforgiving illness of the neurological system with no known cure. The student, Mitch Albom, (also the author) decides to fulfill the promise he had made to Morrie after graduation, of keeping in contact. He catches a flight to Massachusetts on a Tuesday and does this for the next several Tuesdays till the death of Morrie. On those Tuesdays, classes were being held, not in the all too familiar classrooms of the college, but in the intimate setting of Morrie’s home. They would write their final thesis paper on â€Å"The Meaning of Life.† The paper was to include but not be limited to the following topics: Death, Fear, Aging, Greed, Marriage, Family, Society, Forgiveness, and A Meaningful Life. Every Tuesday when Mitch would arrive he could see the brutal deterring of Morrie’s small disease infested body. Yet the spirit of this small dying man was bigger than life itself. This confused Mitch, but as the story progresses Mitch begins to comprehend why this man with only months to live is still so filled with life.

Houston Crime Stopper Proposal Essay

Description: This Crime Stopper Awareness presentation will be given to a small group of family and friends. This presentation is based on informing the audience members about the Crime Stoppers Organization in hopes of raise their awareness of Crime Stoppers and to get them more involved in stopping crime in our area. It is an opportunity for the audience members to learn about the many accomplishments of Crime Stoppers, and what makes this organization so successful. The audience will come to understand about how Crime Stoppers is able solve crimes and reduce the crime rates in the area. There will also be a segment focusing on the Safe School Program and how audience members can also get involved to help fight crime. All information in this presentation was obtained from the Crime Stoppers website: www.crime-stoppers.org Crime Stoppers Awareness Presentation The first Crime Stoppers program was implemented in New Mexico in 1976 and they have been growing ever since. Today there are over 3100 Crime Stoppers chapters across the United States, and an additional 1000 more scattered throughout other areas of the world. The Houston Crime Stoppers program was set up by local businesses in 1981 due to the increased level of crime in the greater Houston area. Crime Stoppers is a community-based program that works with law enforcement to solve crimes, ensure safer neighborhoods and schools for our children and also to provide people with the tools they need to help create a safer community. Houston Crime Stoppers has not only had a big impact on Houston, but also on other parts of the world. Thus, 10% of all worldwide arrests have come from tips that came in through the Houston chapter. For example, in 2007 Houston Crime Stoppers was responsible for solving over 30,000 crimes and received tips that led to 25,000 felony arrests. Also, Crime Stoppers has paid out over $10 million in rewards for tips leading to successful arrests. All the money Crime Stoppers has paid out is dependent on the donation from the community and fund raising events held by Crime Stoppers such as their â€Å"Brighter Tomorrow Gala†. Crime Stoppers goal is to create a safer community by helping to capture criminals and get them off Houston streets. In 2012, Crime Stoppers help to led to 684 felons arrests and solve 751 crimes such as: 18 murders, 10 capital murders, 79 robberies and 32 burglaries. Also, there were 34 cases solved in 2012 involving sex crimes against children. In addition, since 2007 Houston Crime Stoppers has assisted in helping to put criminals behind bars, to date the totaling jail time is 10,859 years in prison, 45,018 days in county and 24 life sentences. All these criminals were arrested, taken off the streets, and incarcerated thanks to the tips received from the community trying to stop crime. Another important program sponsored by Crime Stoppers is their Safe School Program that was started in 1997 and their motto is â€Å"Safe School Program is to cultivate and educate the youth of today and prevent the crimes of tomorrow†. This program has helped to remove guns from schools and in 2011 and 2012, Crime Stoppers helped solve 186 school related crimes. The goal is to not only fight the crimes occurring at public schools but also to educate students and thus far, Safe School, has provided over 1,000,000 students with safety training. This not only cuts down on crimes within the schools, it also leads to fewer student dropouts. Safer school led to safer neighborhoods, which increases property values and community job growth in the area. Therefore, protecting your children, schools and neighborhood from crime is an investment to the entire community! Crime Stoppers has been so successful not only because they work with law enforcement, but also due to the support they receive from the community. It is the tips from everyday people that allow the crimes to be solved and for the criminals to be apprehended. For instance, in the past many people had been afraid to contact the police to report information about a crime for the fear of retaliation or from fear of consequences from law enforcement. The key element in reporting tips to Crime Stoppers is that the individuals can remain anonymous; no questions asked. Also, any tip that results in a felony arrest, Crime Stoppers will pay a reward of $5,000 in cash, and again, no questions asked! By offering this reward incentive and allowing people to report their tips anonymously, more information is being reported, and more crimes are getting solved. Crime Stoppers is able to receive tips several way: by phone through their tip line at 713-222-TIPS, and also by text and email. So, Crime Stoppers offers a cash incentive for reporting tips and in doing so, have made it safe from anyone’s identity being revealed and easy for the various channels tips to be reported. In addition, Crime Stoppers has several other active programs in the efforts of making the greater Houston area safer. The newest society is Mothers Against Crime, which started in 2006 in hopes for safer neighborhoods for our children. Also, Crime Stoppers and the Gulf Coast Offenders Task Force have launched a campaign in arresting criminals with outstanding warrants for crimes against children. All that Crime Stoppers are able to do cannot be done without the involvement of the community, and the financial support of local businesses and individuals. Therefore, to help stop crime in our area please join in the fight with Crime Stoppers by getting involved in their local programs and/or donate to Crime Stoppers to help them continue to make Houston a safer place to live. It takes everyone in the community, working together to fight crime! Thank you.

Introducing government in america Essay

A. Defining Democracy 1. Democracy is a means of selecting policymakers and of organizing government so that policy reflects citizens’ preferences. B. Traditional Democratic Theory 1. Equality in voting 2. Effective participation 3. Enlightened understanding 4. Citizen control of the agenda 5. Inclusion 6. Democracies must practice majority rule and preserve minority rights. 7. The relationship between the few leaders and the many followers is one of representation. C. Three Contemporary Theories of American Democracy 1. Pluralist theory states that groups with shared interests influence public policy by pressing their concerns through organized efforts. 2. Elite and class theory contends that societies are divided along class lines, and that an upper-class elite pulls the strings of government. 3. Hyperpluralism contends that many groups are so strong that government is unable to act. D. Challenges to Democracy 1. Increased Technical Expertise 2. Limited Participation in Government 3. Escalating Campaign Costs 4. Diverse Political Interests (policy gridlock) E. American Political Culture and Democracy 1. Political culture consists of the overall set of values widely shared within a society. 2. Liberty 3. Egalitarianism 4. Individualism 5. Laissez-faire 6. Populism F. A Culture War? (Is America polarized into rival political camps with different political cultures?) G. Preview Questions about Democracy VI. The Scope of Government in America (pp. 23–26) A. How Active Is American Government? B. Preview Questions about the Scope of Government VII. Summary (p. 26) LEARNING OBJECTIVES After studying Chapter 1, you should be able to: 1. Describe what government is and what governments do. 2. Understand how politics is the struggle over â€Å"who gets what, when, and how.† 3. Identify the important features of the policymaking system and explain how public policies are the choices that government makes—and declines to make—in response to political issues. 4. Understand the nature of democratic government and traditional democratic theory, and the key questions concerning democracy. 5. Distinguish among the three contemporary theories of American democracy and politics (pluralist, elite and class, and hyperpluralist) and identify some of their strengths and weaknesses. 6. Understand the nature of American political culture and identify the elements of the American creed. 7. Understand the nature of the scope of government in America and the key questions concerning the scope of government. The following exercises will help you meet these objectives: Objective 1: Describe what government is and what governments do. 1. Define the term â€Å"government.† The institutions that make authoritative decisions for any given society. 2. What are the two fundamental questions about governing that serve as themes throughout the textbook? 1. How should we govern? 2. What should government do? 3. List the five functions that all national governments perform. 1. Maintain a national defense 2. Provide public services 3. Preserve order 4. Socialize the young 5. Collect taxes Objective 2: Understand that politics is the struggle over â€Å"who gets what, when, and how.† 1. Define the term â€Å"politics.† Determines whom we select as our governmental leaders and what policies these leaders pursue. 2. Give examples of the â€Å"who,† â€Å"what,† â€Å"when,† and â€Å"how† of politics. 1. Who: Voters, candidates, groups, and parties 2. What: New taxes, medical care for the elderly 3. When: When people speak up 4. How: Voting, supporting, compromising, lobbying Objective 3: Identify the important features of the policy system and explain how public policies are the choices that government makes, and declines to make, in response to political issues. 1. Draw a diagram of how a policy system works. Political issues get on policy agenda Policymakers make policy Policies affect people People Linkage institutions Policy Agenda Policymaking institutions Policy People 2. List four key linkage institutions in a democratic society. 1. Parties 2. Interest groups 3. Media 4. Elections 3. Define the term â€Å"policy agenda.† The issues that attract the serious attention of public officials and other people actually involved in politics at in given point in time. 4. How does a government’s policy agenda change? Responds more to societal failures than successes. For example, when jobs are scarce and business productivity is falling, economic problems occupy a high position in the agenda. 5. List the four major policymaking institutions in the United States. 1. Congress 2. The Presidency 3. The Courts 4. Bureaucracies 6. Define the term â€Å"policy impacts.† The effects a policy has on people and problems. Impacts are analyzed to see how well a policy has met its goal and at what cost. Objective 4: Understand the nature of democratic government, traditional democratic theory, and the key questions concerning democracy. 1. Define the term â€Å"democracy† as used in this text. A system of selecting policymakers and of organizing government so that policy represents and responds to the public’s preferences. 2. List the five cornerstones of an ideal democracy. 1. Equality in voting 2. Effective participation 3. Enlightened understanding 4. Citizen control of the agenda 5. Inclusion 3. Explain the principles of majority rule and minority rights. When choosing among alternatives, the will of over half the voters should be followed, but restraints protecting the minority’s rights. Objective 5: Distinguish among the three contemporary theories of American democracy and politics (pluralist, elite and class, and hyperpluralist) and identify some of their strengths and weaknesses. 1. Complete the following table comparing pluralist, elite and class, and hyperpluralist theories according to who holds the power and how policy is made. Theory| Who Holds Power| How Policy is Made| Pluralist| Groups with shared interests| Pressing their concernsthrough organized efforts| Elite and Class| Upper -class| They can afford to finance election campaigns and control key institutions| Hyperpluralist| Groups| Groups are so strong that government is weakened| 2. List the major challenges facing American democracy. 1. Increased Technical Expertise 2. Limited Participation in Government 3. Escalating Campaign Costs 4. Diverse Political Interests Objective 6: Understand the nature of American political culture and identify the elements of the American creed. 1. What is ‘political culture’ and why is it crucial to understanding American government? An overall set of values widely shared within a society. It is crucial to understanding American government because Americans are so diverse in terms of ancestries, religions, and heritages. A set of shared beliefs and values unites Americans. 2. List and give an example of the five elements of the American creed according to Seymour Martin Lipset. 1. Liberty 2. Egalitarianism 3. Individualism 4. Laissez – faire 5. Populism 3. List three ways in which America might be experiencing a crisis of cultural values. 1. A loss over time of traditional values, such as the importance of religion and family life 2. An unfavorable comparison with the citizens of other countries in terms of values such as patriotism or support for moral principles 3. The division of society into opposed groups with irreconcilable moral differences Objective 7: Understand the nature of the scope of government in America and the key questions concerning the scope of government. 1. Make a list of items that illustrate the scope of American government. Owns 1/3 of the land I the U.S., owns and operates over 400,000 nonmilitary vehicles, employs over 2.2 million people, etc 2. What is gross domestic product and how does the term illustrate the scope of American government? The sum total of the value of all the goods and services produced in a nation. Gross domestic product illustrates the scope of American government because it not only spends large sums of money but also employs large numbers of people. About 18 million Americans work for our government. KEY TERMS Identify and describe: Government – The institutions that make authoritative decisions for any given society public goods – Services the government provides that can be shared by everyone and cannot be denied to anyone politics – Determines whom we select as our governmental leaders and what policies these leaders pursue political participation – The ways in which people get involved in politics single-issue groups – Groups so concerned with one issue that members cast their votes on the basis of that issue only, ignoring the politicians stand on everything else policymaking system – Reveals the way our government responds to the priorities of its people linkage institutions – The political channels through which people’s concerns become political issues on the policy agenda. In the US, linkage institutions include elections, political parties, interest groups, and the media. policy agenda – The issues that attract the serious attention of publ ic officials and other people actively involved in politics at any given time political issue – The result of people disagreeing about a problem or about the public policy needed to fix it policymaking institutions – Congress, the presidency, and the courts public policy – Every decision the government makes policy impacts – The effects that a policy has on people and on society’s problems democracy – A means of selecting policymakers and organizing government so that policy reflects citizen’s preferences majority rule – In choosing among alternatives, the will of over half the voters should be followed minority rights – Rights the majority cannot infringe on representation – The relationship between the few leaders and the many citizens pluralist theory – States that groups with shared interests influence public policy by pressing their concerns through organized efforts elite and class theory – Contends that our society, like all societies, is divided along class lines and that an upper-class elite pulls the strings of government hyperpluralism – Groups are so strong that government is weakened, as influence of many groups cripples government’s ability to make policy policy gridlock – Each policy coalition finds its way blocked by others political culture – The overall set of values widely shared within American society Gross domestic product – The total value of all goods and services produced annually by the United States Name that term: 1. Something in which any member of society can share without diminishing the supply to any other member of society. ____Public Goods__________ 2. It consists of subjects and problems getting the attention of government officials and their associates. _________________________ 3. This is a choice that government makes in response to an issue on its agenda. ____Policy Agenda_________ 4. This arises when people disagree about a problem or about public policy choices made to combat a problem. _____Political Issue________ 5. Political parties, elections, and interest groups are the main ones in the United States. _____Linkage Institutions___ 6. The effects a policy has on people and on society’s problems. _____Policy Impacts_______ 7. The most fundamental aspect of democratic theory. _____Majority Rule_______ 8. According to this theory of American government, many groups are so strong and numerous that the government is unable to act. _____Hyperpluralism______ 9. This problem is magnified when voters choose a president from one party and congressional majorities from the other party. ____Policy Gridlock_______ 10. A key factor that holds American democracy together. ____Political Culture________ 11. The total value of all goods and services produced annually by the United States. __Gross Domestic Product____ MULTIPLE CHOICE QUESTIONS Circle the correct answer: 1. Which of the following statements is TRUE? a. There is no relationship between political knowledge and age. b. In the mid-1960s, there was virtually no relationship between political knowledge and age; now, in the early twenty-first century, political knowledge increases with age. c. In the mid-1960s, there was virtually no relationship between political knowledge and age; now, in the early twenty-first century, political knowledge decreases with age. d. Today, in the early twenty-first century, there is virtually no relationship between political knowledge and age; in the mid-1960s, political knowledge increased with age. e. Today, in the early twenty-first century, there is virtually no relationship between political knowledge and age; in the mid-1960s, political knowledge decreased with age. 2. Political scientists argue that higher levels of political knowledge a. foster tolerance. b. foster intolerance. c. promote partisanship. d. promote bipartisanship. e. increase wealth. 3. Despite their differences, all governments a. provide public services. b. maintain a national defense. c. collect taxes. d. All of the above e. C only 4. Which of the following is an example of a public good? a. Libraries b. Parks c. College education d. All of the above e. Both a and b 5. Single-issue groups a. aid effective policymaking for the public interest. b. are concerned with a wide range of problems. c. have very little influence on voters or politicians. d. tend to have a narrow interest and to dislike compromise. e. view politics as a vocation, rather than as an avocation. 6. Which of the following is NOT a component of the policymaking system? a. People b. Linkage institutions c. Policy agenda d. Criminal justice institutions e. Policymaking institutions 7. Which of the following is TRUE of the policymaking system? a. Linkage institutions transmit people’s interests to government. b. Media investigate social problems and inform people about them. c. Elections enable Americans to make their opinions heard by choosing their public officials. d. People, linkage institutions, media, and elections all help to shape the policy agenda? e. All of the above 8. In a democratic society, parties, elections, interest groups, and the media are all examples of ____ between the preferences of citizens and the government’s policy agenda. a. cross-pollination b. inputs and outputs c. ideological bridges d. obstacles e. linkage institutions 9. Karl Marx and Freidrich Engels published a. The Communist Manifesto b. A Theory of Democracy c. The Federalist Papers d. Poor Richard’s Almanac e. War and Peace 10. Which of the following is NOT a type of public policy? a. Congressional statute b. Regulation c. Court decision d. Budgetary choices e. Mandate 11. The principle of â€Å"one person, one vote,† is an expression of the principle of a. equality in voting. b. effective participation. c. enlightened understanding. d. inclusion. e. citizen control of the agenda. 12. The principle of traditional democracy theory guaranteeing rights to those who do not belong to majorities and allows that they might join majorities through persuasion and reasoned argument is called the principle of a. majority rule. b. minority rights. c. representation. d. pluralism. e. enlightened understanding. 13. Pluralists a. believe that the public interest will prevail through bargaining and compromise. b. depend on fragmented, decentralized, and dispersed power in the policy process. c. oppose the principle of majority rule. d. compete through a system of â€Å"minority rule† for influence. e. All of the above 14. Who referred to the U.S. as a â€Å"nation of joiners†? a. Thomas Jefferson b. Alexis de Tocqueville c. Robert Putnam d. Ronald Reagan e. George H. W. Bush 15. Increased technical expertise poses a potential challenge to democracy because a. it is difficult to have an informed â€Å"nontechnical† public debate on technical issues. b. it goes against the tenets of pluralist political theory. c. it violates the notion of one man, one vote. d. elected officials find it hard to understand technical experts. e. interest groups have a difficult time securing technical expertise. 16. A condition that occurs when no coalition is strong enough to form a majority and establish policy is a. PAC. b. policy gridlock. c. policy failure. d. policy impact. e. hyperpluralist policy. 17. The overall set of values widely shared within a society is called the society’s a. political culture. b. public opinion. c. media influence. d. linkage institutions. e. popular culture. 18. America’s bountiful frontier provides a partial explanation for which element of the American creed? a. Egalitarianism b. Populism c. Individualism d. Opportunism e. Liberty 19. Which of the following is NOT a possible way that Americans may be experiencing a crisis of culture values, according to Wayne Baker? a. A loss of traditional values, such as religion and family life b. An unfavorable comparison with citizens of other countries in terms of patriotism and/or support for moral principles c. The division of society into opposed groups with irreconcilable moral differences d. A decline in citizens’ commitment to equal opportunity e. None of the above 20. Which of the following statements is TRUE? a. When expenditures grow, tax revenues must grow to pay the additional costs. b. When taxes do not grow as fast as spending, a budget deficit results. c. In 2009, the federal deficit was more than $400 billion. d. The national debt is more than $9 trillion. e. All of the above TRUE FALSE QUESTIONS Circle the correct answer: 1. The voter turnout rate among young Americans is consistently higher than among older Americans. T / F 2. Emergent communication technologies and the proliferation of television channels make it easier to avoid information about politics. T / F 3. All governments protect national sovereignty, frequently by maintaining a national defense and armed forces. T / F 4. The daily recitation of the Pledge of Allegiance in public schools is a tool of political socialization used to instill national values among the young. T / F 5. The courts are an example of a linkage institution. T / F 6. The policy agenda responds more to societal failures than it responds to societal successes. T / F 7. Most people around the world believe that democracy is the best form of government. T / F 8. Over one-third of the nation’s wealth is held by just 1 percent of the population. T / F 9. The tax burden on Americans is small compared to other democratic nations. T / F 10. Lincoln’s famous phrase, â€Å"government of the people, for the people, and by the people,† is a classic expression of laissez-faire. T / F

Nuclear Energy And The Environment Essays - Energy Economics

Nuclear Energy And The Environment Essays - Energy Economics Nuclear Energy And The Environment Nuclear Energy and the Environment In our society, nuclear energy has become one of the most criticized forms of energy by the environmentalists. Thus, a look at nuclear energy and the environment and its impact on economic growth. Lewis Munford, an analyst, once wrote, Too much energy is as fatal as too little, hence the regulation of energy input and output not its unlimited expansion, is in fact one of the main laws of life. This is true when dealing with nuclear power. Because our societies structure and processes both depend upon energy, man is searching for the most efficient and cheapest form of energy that can be used on a long term basis. And because we equate power with growth, the more energy that a country uses, - the greater their expected economic growth. The problem is that energy is considered to have two facets or parts: it is a major source of man-made repercussions as well as being the basis of life support systems. Therefore, we are between two sections in which one is the section of resource availability and waste, and the other the continuity of life support systems pertinent to survival. Thus, the environmentalists believe that nuclear energy should not be used for various reasons. First of all, the waste product, i.e. plutonium, is extremely radioactive, which may cause the people who are working or living in or around the area of storage or use, to acquire leukemia and other cancers. They also show how billions of dollars are spent yearly on safety devices for a single reactor, and this still doesn't ensure the impossibility of a melt down. Two examples were then given of Chernobyl and Three Mile Island, in 1979, when thousands of people were killed and incapacitated. Finally, the environmentalists claim that if society wastes less energy, and develops the means to use the energy more efficiency, then there would be a definite decrease in the requirement for more energy producing plants. On the other hand, some business men and economists say that the present conditions should be kept intact, as the other forms of energy, e.g. oil, natural gas and coal, are only temporary, in dealing with surplus, and give off more pollution with less economic growth. Concurrently, countries wanted a more reliable, smokeless form of energy not controlled by OPEC, and very little uranium was required to produce such a high amount of resultant energy. Lastly, they said that renewable energy is (a) unreliable in that the wind, for example, could not be depended upon to blow, nor the sun to shine, and (b) were intermittent in that a 1,000 mega-watt solar farm may occupy about 5,000 acres of land, compared with less than 150 acres of land for a similar capacity nuclear power generation station. Because the energy technology that society employs directly influences the quantity and quality of life, the energy option that is chosen should have the greatest cost- benefit effectiveness as well as maximizing flexibility and purchases. However, those who believe in continuous energy consumption growth, seem to forget that there is only a limited supply of energy in every energy system, and to overdo any resource may provide for an unacceptable impact upon global and regional ecology. Thus, if the business world pushes the environment as far as it can go, Ceribus Paribus, please refer to figure 1. Thus, to use petroleum as a substitute for uranium, which is needed to power the nuclear system, would not be economically or environmentally sensible. I say this because, first of all, there is a major supply of uranium considering it was one of the last energy sources to be found as well as only a small amount of it is required to produce a lot of energy. Secondly, petroleum gives off carbon monoxide which is one of the reasons for ozone depletion; whereas, the uranium does not give off pollution except that it produces plutonium which needs to be buried for more than fifty years to get rid of its radiation. Finally, because so much of the petroleum will be required to power the vast area that nuclear energy can cover, the cost to us as the consumer would be massive! This would mean slower economic growth and/or expansion, especially when compared to nuclear energy. Therefore: Ceribus Paribus - (a) if the cost decreases, the demand increases, and - (b) if the cost increases, the demand decreases. Please refer to figures #2 and #3 respectively. Nuclear plants are now replacing coal burning plants. It will cost

Teaching the Teacher Using the Train the Trainer Model

Teaching the Teacher Using the Train the Trainer Model Too often, the last thing any teacher wants after a day of teaching in the classroom is to attend professional development (PD). But, just like their students, teachers at every grade-level need ongoing education to keep up with educational trends, district initiatives, or curriculum changes. Therefore, the designers of teacher PD must consider how to engage and motivate teachers using a model that is meaningful and effective. One model that has demonstrated its effectiveness in PD is known as the Train the Trainer model. What Is the Train the Trainer Model? According to the Society for Research on Educational Effectiveness, Train the Trainer means: initially training a person or people who, in turn, train other people at their home agency. For example, in a Train the Trainer model, a school or district may determine that question and answer techniques need to be improved. The PD designers would select a teacher,  or group of teachers,  to receive extensive training in question and answering techniques. This teacher, or group of teachers, would, in turn, train their fellow teachers in effective use of question and answering techniques.   The Train the Trainer model is similar to peer-to-peer instruction, which is widely recognized as an effective strategy for all learners in all subject areas. Selecting teachers to act as trainers for other teachers has many advantages including reducing costs, increasing communication, and improving school culture. Advantages to Train the Trainer One major advantage to the Train the Trainer model is how it can assure fidelity to a particular program or strategy for  teaching. Each trainer disseminates prepared materials in exactly the same way. During the PD, the trainer in this model is similar to a clone and will stick to a script without making any changes. This makes the Train the Trainer model for PD ideal for large school districts who need continuity in training order to measure the effectiveness of a curriculum between schools. The use of the Train the Trainer model can also help districts to provide a consistent professional learning process for compliance with mandated local, state, or federal requirements. A trainer in this model may be expected to use the methods and materials provided in the training in their own classrooms and perhaps to model for fellow teachers. A trainer may also provide interdisciplinary or cross-curricular professional development for other content-area teachers.   The use of the Train the Trainer model in PD is cost effective. It is less costly to send one teacher or a small team of teachers out for expensive training so that they can return with the knowledge to teach many others. It can also more cost effective to use the trainers as experts who are provided time to revisit teacher classrooms to measure the effectiveness of the training or to model the training throughout the school year. The Train the Trainer model can shorten the timetable for new initiatives. Instead of the lengthy process of training of one teacher at a time, a team can be trained at once. Once the team is ready, the coordinated PD sessions can be offered for teachers simultaneously and initiatives put in place in a timely manner. Finally, teachers are more likely to seek advice from other teachers than from an outside specialist. Using teachers who are already familiar with the school culture and the school setting is an advantage, especially during presentations.  Most teachers know each other, personally or by reputation within a school or district. The development of teachers as trainers within a school or district can set up new pathways of communication or networking. Training teachers as experts can also increase leadership capacity in a school or district. Research on Train the Trainer There are several studies that illustrate the effectiveness on Train the Trainer method. One study (2011) focused on special education teachers who delivered such training that was a â€Å"cost-effective and sustainable method for improving the access to and accuracy of teacher-implemented [training].† Other studies have shown the effectiveness of the train the trainer model including: (2012) food safety initiative and  (2014) science literacy, as well as for social issues as seen in the Report on Bullying Prevention and Intervention Professional Development by the Massachusetts Department of  Elementary and Secondary Education (2010). The practice of Train the Trainer has been used nationally for many years. Initiatives from the National Literacy and National Numeracy Centers have provided leadership and training for educational institutions and consultants, who â€Å"train school heads, lead math teachers and expert literacy teachers, who in turn train other teachers​.† One drawback to the Train the Trainer model is that the PD is usually scripted in order to serve a specific purpose or to address a specific need. In larger districts, however, the needs of a school, classroom or teacher may differ and the PD delivered according to a script may not be as relevant. The Train the Trainer model is not flexible and may not include opportunities for differentiation unless the trainers are provided materials that can be tailored for a school or classroom. Choosing the Trainer(s) The selection of a teacher is the most critical part in developing the train the trainer model. The teacher selected as a trainer must be well-respected and able to lead teacher discussions as well as listen to his or her peers. The teacher selected should be prepared to help teachers to link the training to instruction and to demonstrate how to measure success. The teacher selected must be able to share results (data) on student growth that is based on training. Most important, the teacher selected must be reflective, be able to accept teacher feedback, and above all, maintain a positive attitude.   Designing Professional Development Before implementing the Train the Trainer model, the designers of professional development in any school district should consider the four principles that American educator Malcolm Knowles theorized about adult education or andragogy.  Andragogy refers to â€Å"man led† rather than pedagogy which uses â€Å"ped† meaning â€Å"child† at its root. Knowles proposed (1980) principles he believed were critical for adult learning. Designers of PD and trainers should have some familiarity with these principles as they prepare the trainers for their adult learners.  An explanation for application in education follows each principle: Adult learners have a need to be self-directing. This means instruction is effective when teachers have been involved in the planning and in the evaluation of their professional development. Train the trainer models are effective when they respond to teacher needs or requests.Readiness for learning increases when there is a specific need to know. This means that teachers learn best, like their students, when the professional development is central to their performance.  Life’s reservoir of experience is a primary learning resource; the life experiences of others add enrichment to the learning process. This means that what teachers experience, including their mistakes, is critical because teachers attach more meaning to experience rather than knowledge that they acquire passively.Adult learners have an inherent need for immediacy of application.  A teacher’s interest in learning is increased when professional development has immediate relevance and impact to teacherà ¢â‚¬â„¢s job or personal life. Trainers should know that Knowles also suggested that adult learning is more successful when it is problem-centered rather than content-oriented.   Final Thoughts Just as the teacher does in the classroom, the trainer’s role during PD  is to create and maintain a supportive climate so that the instruction designed for teachers can take place. Some good practices for the trainer include: Be respectful of fellow teachers.Show enthusiasm about the training topic.Be clear and direct in order to avoid miscommunication.Ask questions in order to receive feedback.Use â€Å"Wait Time† to encourage questions and allow time to think about an answer or response. Teachers understand firsthand how mind-numbing an afternoon of PD could be, so using teachers in the Train the Trainer model has the benefit of adding  elements of camaraderie, appreciation, or empathy to professional development. Trainers will work hard to meet the challenge of keeping their peers engaged while teachers who are learning may be more motivated to listen to their peers rather than a consultant out of the district. Ultimately, using the Train the Trainer model may mean highly effective and less  boring professional development simply because it is peer-led professional development.

Culture eats strategy for breakfast Essay Example | Topics and Well Written Essays - 1500 words

Culture eats strategy for breakfast - Essay Example It can be noted from the definition of organizational culture, and from its components that organizational culture is made up of many aspects that can hinder the implementation of strategies within an organization. This is because the organizational culture has an influence on how firms exercise their choices to take decisions against competing options, in the way they deliver their strategy. It is imperative to note that organizational culture is superior to strategies that leaders may want to implement. Culture determines the response of employees to new programs and their commitment to such strategies. Given that organizational culture is an outgrowth of leadership, it is possible to change the organizational culture by involving all stakeholders. This is because organizational culture represents the overall aspects of beliefs and values of a company’s employees. It is the major determinant of how employees act, within an organization, and how they behave. ... It should be noted that decision making is extremely crucial in any organization. Organizational decisions, especially managerial decisions determine the organization’s direction in terms of achieving its objectives. Therefore, when a firm makes right decisions in a timely manner, it benefits from superior performance. Efficiency is achieved because such an organization does not waste time. Consequently, the nature of organizational culture determines the period taken for decision making. Successful organizations have a culture of involving all the stakeholders in making decisions, and the process takes the least time. Culture also determines how people work in an organization to ensure that new strategies are implemented successfully. Organizational culture is the key determinant of how far management can trust employees so that they can be involved in successful implementation of new strategies that can ensure organizational success. Without trust, major organizational activ ities cannot be performed effectively. Trust is a key factor in the smooth running of an organization. Productivity is achieved when there is trust between management and workers such that they work together in an environment of mutual trust and respect. Management should trust employees. Employees should trust management too. This is what can ensure organizational success and organizational stability. Trust among top management team members facilitates strategy implementation (Nelson & Quick, 2011, p, 499). Employees can buy ideas from management readily when there is trust. Organizational strategy involves planning, program budgeting and performance measurement, among other activities that may lead to superior organizational performance or effectiveness. These activities are very