Precautionary Measures for Genetically Modified Foods Essay Example for Free

Precautionary Measures for Genetically Modified Foods Essay Genetically modified (GM) foods, a fairly recent development that came about from research in genetic engineering, pose a potential threat to human and environmental health. The basis of genetically modifying foods is the transferal of desirable genetic traits of plants to an agricultural crop. Genetic modification creates crops that are resistant to herbicides or can repel insects. Genetic modification also makes growing crops easier and allows for higher production rates. Anytime genetically altered crops are consumed by humans, the GM crops should be subjected to rigorous testing to assure that it is safe for human consumption and safe for the environment. When it comes to the environment and human safety, one cannot be too cautious. Some say that further safety testing of GM foods is not necessary because there is no evidence of GM foods being unsafe (Cockburn 2002). The truth is that the public does not yet trust that genetically modified foods are completely safe (Harlander 2002). The only way to convince the public that GM foods are safe and to create a market for GM foods is to perform further safety tests, such as a human study or controlled experiments. I propose that you fund this necessary and fundamental testing to ensure that GM foods are safe for the environment and for human consumption in order to help create a market for this life-improving product. Genetically modified crops were first commercially introduced in the United States in 1996; and by 2001 24% of the corn, 63% of the soybeans, and 64% of the cotton being grown in the U. S. were genetically modified varieties (Harlander 2002). Through genetic engineering, scientists have created varieties of crops that are insect-resistant, virus resistant, and herbicide tolerant. These qualities allow for improved yield and reduced use of potentially dangerous pesticides, as well as improved weed control reduced crop injury, reduction in foreign matter, reduced fuel use, and significant reduction in soil erosion. All of these consequences seem to be beneficial for the human race and the environment. It is important to prove to the public that GM foods are safe so that such a beneficial technology will not be under-utilized. In the United States, three government agencies are involved in the approval of genetically modified crops. These three agencies are the Food and Drug Administration (FDA), the Environmental Protection Agency (EPA), and the U. S. Department of Agriculture (USDA) (Harlander 2002). These agencies are responsible for ensuring that the GM crops are safe for the environment and for human consumption. More specifically, the USDA ensures that the GM crops are safe to grow, the EPA makes sure that the GM crops are safe for the environment, and the FDA ensures that the products are safe to eat (Harlander 2002). The three agencies put the genetically modified crops through rigorous environmental and food safety assessments before they can be commercialized. However, Susan Harlander reminds the scientific community an effective food safety evaluation system minimizes risk, but it is important to remember that food is not inherently safe (2002). Tampering with the genetics of a crop increases the possibility of that crop being dangerous to the environment or to human health. Bettie Sue Masters, PhD, states, All evidence to date indicates that any breeding technique that alters a plant or animal, whether by genetic engineering or other methods, has the potential to create unintended changes in the quality or amounts of food components that could harm health (qtd. in Panasevich 2004). It is highly likely that this lack of inherent safety is a reason why the public is so cautious about the acceptance of GM foods. The key to diminishing the publics fear of GM foods is to extend the safety evaluation process. Consumers have two main concerns about genetically modified foods: first, that GM foods are unsafe to eat; and second, that their cultivation will harm the environment (Gasson 2001). Currently the most widely used safety evaluation process is called substantial equivalence. Michael Gasson and Derek Burke discuss substantial equivalence: Substantial equivalence recognizes the fact that conventional foods have been eaten by many people over a long period of time and have an established and accepted level of safety. Genetic modification involves the introduction of a limited amount of change and substantial equivalence uses a comparative approach to reveal both intended and unintended differences between a genetically modified (GM) food and its conventional counterpart. (Gasson 2002) If the genetically modified food is substantially equivalent to, or similar to, its conventional counterpart, then it is generally regarded as safe. Thus far substantial equivalence has been effective, but as genetically modified foods become more and more complex there is no guarantee that this method will continue its success. More in-depth testing is required to ensure the safety of future GM foods. Genetically modified crops should be tested on living subjects in addition to applying the substantial equivalence method. Animals or human volunteers are essential in proving the safety of the genetically modified crops already approved by the FDA, EPA, and USDA, in addition to the GM crops to be introduced in the future. The risk of harm to a living being would be low as the GM food would have already passed the substantial equivalence test before being consumed. Long term testing would be able to prove that there are no mal-effects resulting from the consumption of GM foods. While long term testing may seem unappealing, it is a small price to pay for improving the quality of life for a nation. The publics concern extends beyond the effects of GM crops after human consumption all the way to GM crops effects on the environment. Many environmentalists as well as non-affiliated persons think that genetically modified crops have a negative effect on the environment. Traits meant only for agricultural crops can be transferred to other plants through pollination; traits, like being herbicide tolerant or virus-resistant, which would diminish natural and artificial checks and balances on plants (Guebert 2004). The best way to ensure that the GM crops will not harm the environment is to perform experiments and further safety assessments. Convincing the public that genetically modified crops are safe for the environment is pivotal towards creating a market for GM foods and in turn improving quality of life. The testing and assessing of the safety of GM foods that I propose will be divided into two categories: the safety of genetically modified crops for the environment; and the safety of GM foods for human consumption. The testing of the safety of GM crops for the environment must be performed under controlled conditions. Our testing will take place in a greenhouse, where any negative effects will be contained and kept away from the environment. All genetically modified crops would be tested for two factors: whether or not the trait is likely to be passed on to other plants; and what nutrients in the soil the GM crop depletes and how fast it does so. These two factors are essential in proving the safety of genetically modified crops for the environment. If a GM crop passed traits, such as herbicide tolerance or virus-resistance, on to other plant species, it could potentially change the ability of that species to survive and thrive and wreak havoc on the delicate balance of the ecosystem. This risk of upsetting the ecosystem frightens would-be GM food consumers from supporting the industry. In order to test the ability of the genetically modified crop to pass on its genes to another species of plant, it would be planted for two growing seasons in the presence of varying plant species found around the agricultural United States. The soil will be tested for nutrients before and after each growing season in order to keep track of the nutrient depletion rate. Any genetically modified crop that depleted the soil of essential nutrients at an abnormally fast rate would be rejected. A genetically modified crops failure to pass any of the tests or assessments would not be approved, thereby leaving no reason for the public to fear for the safety of the environment on account of the GM foods on the market. To test the safety of GM foods for human consumption, a comparative study must be performed. In order for the study to be effective and result in usable data, several hundred human volunteers will need to participate. The volunteers will be divided into two groups. The first group will be asked to incorporate a specific genetically modified food into their everyday diet. The second group will be asked to incorporate the conventional counterpart of the same GM food into their diet. The study will last for 2 months with the participants receiving weekly physicals to check for any changes in health. A change in negative change in health in a number participant from group one, the group consuming a GM food, would indicate that the genetically modified food is playing a role in the deterioration. The GM food in question would then either be taken off of the market or subjected to further testing, depending on the extent of the data acquired from the study. With this study in place, consumers would feel much more comfortable purchasing, and creating a market for, genetically modified foods. By proving that genetically modified foods are safe for human consumption and for the environment, we are proving to the public that there is no cause for fear. In the absence of fear, consumers will no longer object to buying GM foods resulting in a market for genetically modified foods. The increase in demand for GM foods will result in more research and development and bring advances in GM technology. Genetically modified foods have the potential to improve the quality of life of people all over the world, and it would be a shame to let this technology go to waste. If you give us this grant, there will be numerous benefits that can come from our work. Please consider the well-being of the people that will be helped by our work while you are making your decision. Thank you. Works Cited Cockburn A. Assuring the safety of genetically modified (GM) foods: the importance of an holistic, integrative approach. J Biotechnol. 2002; 98 (1): 79-106. Harlander SK. Safety assessments and public concern for genetically modified food products: the American view. Toxicol Pathol. 2002; 30 (1): 132-134. Gasson M, Burke D. Scientific perspectives on regulating the safety of genetically modified foods. Nat Rev Genet. 2001; 2 (3): 217-222. Guebert A, Cousins D. Welcome to the world of unintended consequences. Farmers Weekly 2004; 141 (9): 64. Panasevich CL. Risk assessment urged for genetically modified foods. Nations Health. 2004; 34 (7): 25.

Problems caused by viruses

Problems caused by viruses Introduction I will discuss about different types of viruses and what threats they hold towards the computer and what kind of damage they can do. A virus is a small program written to alter the way a computer operates, without the permission of the user. I will talk about:- What a virus does How it can affect your computer A Bit of History About Virus Different types of viruses How does it cause problems when your using the internet and Conclusions Threats of Viruses A virus can only spread from one computer to another when its host is taken to the target computer. A user can send viruses over the Internet or it can be carried on things like CD, DVD or USB drive. Viruses can increase their chances of spreading to other computers by infecting files on a network file system or a file system that is accessed by another computer. It can damage your network area and without the proper antivirus software, your computer is most likely to be affected by a virus, especially if you are going to use the internet. A virus must meet two criteria: The virus has to be executed by itself. In order to be executed by itself, it has to have its own coding on when to be executed. The virus has to replicate itself. It has to copy itself from the original, so it can create a problem for the user. Viruses can infect desktop computers and network servers alike. History of Virus In the early 1980s, experiments were carried out on computer security and 1983 saw the emergence of the first virus. Fred Cohen, at that time a student at the University of Southern California, had the idea of introducing self-reproducing software, which could spread by infiltrating existing programmes, thus attacking the security of multi-user computing systems. Len Adleman, Cohens thesis adviser suggested that this was similar to a biological virus, which uses the resources of the cell it attacks to reproduce itself. The term computer virus was born. 6 Types of Viruses File Infector Viruses A virus that affects program files. This virus can damage the programs that you either use or do not use basically it damages executable files such as .exe and .com files. Boot Sector Viruses A virus that affects the system area of the disk such as floppy disk or CD. Boot sector viruses attach themselves to the program of that specific disk and activate when the user attempts to start up their PC from the infected disk. Master Boot Record Viruses A virus that affects the boot sectors. It saves a legitimate copy of the master boot record in a different location without you knowing that it has done it without your permission. Multipartite Viruses A virus that affects both programs and boot sectors. Basically for this virus if one is not clean, then the one that is clean will be infected. For example if the boot sector is clean, but the files are not, then the boot sector will be infected. Macro Viruses A virus that affects data files. This virus is the most common virus than any other viruses above because this virus can damage Microsoft programs such as Word, PowerPoint, Excel and etc. Virus Hoax A virus that are sent by emails. This virus can damage and delete everything on your hard drive if an email thats got a virus is either on your inbox or if you have open that email. Conclusions Virus Hoax is one of the viruses that can cause problems when you are using the internet because the email that is affected by a virus can damage and delete important files from your computer. A lot of people are getting these virus hoax chain letters, which can spread like fire depending on how many people you are sending it to. When people get these chain letters, they dont check who they got it from and open it up straight away and forward the message to other people, so they computer can get infected by the virus, so it is very important to 1st find out who sent u the email and 2nd if you receive an email titled which some will have email virus hoax on it then do not open it!. Another way of having a virus on your computer is if a hacker installs a virus onto your computer. This can happen if there is no anti-virus software or firewall and if there is no program to protect your computer, then the hacker has an easy access to your computer which he can do any kind of damage to your computer. Once the hacker gets into your computer, the hacker can do anything to your computer, it can even mess your computer up by installing a virus of any kind. So in order to prevent that from happening your will need either an anti-virus or a firewall onto your computer.(See Details Below) How do you get rid and prevent your computer from having a virus? To prevent from having any types of viruses, you will need to have anti-virus software. It is software that will track down and get rid of any viruses that are on your computer and also prevents any viruses from getting into your computer. It can also protect your computer from any other threats as well such as Trojans and hacking. Another way your can prevent having troubles while your using the internet is to have a firewall. Firewall is a necessary program to keep intruders away while you are connected to the internet such as hackers. Hackers can hack into your computer and create a massacre for example create a program to spy on you and take some important information such as credit card number when you do online shopping or install a virus without you knowing anything about it. So it is recommended that if you do not have an anti-virus program, then have firewall on or install firewall to prevent hackers to hack into your computer while you are on internet. Reference: http://service1.symantec.com/support/nav.nsf/docid/1999041209131106 http://www.windowsmaven.com/ http://www.internet-story.com/dangers.htm

Social values of welfare: Hong Kong

Social values of welfare: Hong Kong Welfare is all collective interventions to meet certain needs of the individual and/or to serve the wider interests of society may now be broadly grouped intoà ¢Ã¢â€š ¬Ã‚ ¦ categories of welfare (Titmuss, 1959). The development in the social values of welfare has always been changing throughout the centuries, particularly the 20th century. In traditional Chinese society, people used to believed that social welfare, or fuk lei, was given by kind-hearted philanthropists in society (N. Chow, 1994, p.325). In the early 20th century, the concept of social welfare was still very weak among Hong Kong people. Majority of welfare services were provided by non-government organizations before 1965 (W. S. Chow, 1993, p. 41). The situation changed after the publication of the white paper of the social welfare in 1965. Together with the rise of social worker, more people consider social welfare is part of their civil rights in the following decades. In 1997, the change in sovereignty of Hong Kong and the Asian financial crisis brought a significant impact on the social values of welfare. In the following paragraphs, I will briefly discuss the development of social welfare in Hong Kong and the corresponding social values of welfare, particularly the changes before and after 1997. As will be argued, there are both long term and short term factors that led the changes. The former would be the increasing consideration of civil rights and the latter would be the Asian financial crisis in 1997, the change in sovereignty of Hong Kong and the publication of Comprehensive Social Security Assistance (CSSA) Review. In the early 20th century, majority of people considered welfare was given by kind-hearted philanthropists in society. As Hong Kong was a colony of Britain at that time, the colonial government put their focuses on protecting the Britishs interest, particularly the British merchants. Hence, the living environment and welfare of local Chinese were not concerned by the colonial government unless it interfere the interest of British. With this colonial background, local Chinese rationalized the concept of welfare would not be given by the colonial government. The Chinese merchants used their wealth to establish and maintain their reputations and leadership roles through acts of charity (Leung, 1996, p.3). They set up organizations and gave welfare to the locals. Among these organizations, Tung Wah Hospital was the most noteworthy charitable organization which catered the medical services and welfare needs to the locals. Apart from these organizations, churches and clans man association would also give welfare to the locals too. In the post World War II period, the situation had a slightly change. In the post war period, a large number of non-government or voluntary welfare organizations were set up in Hong Kong. It is important to note that most of these welfare organizations had their parent-bodies overseas. A typical example of these organizations would be the Hong Kong Red Cross. During this emergency period, the internationally-linked welfare organization had probably done much more than the government in meeting the welfare needs of people (N. Chow, 1994, p.324). Although the concept of welfare is given by kind-hearted philanthropists was weaken, the majority of the Chinese in Hong Kong are still unable to wipe away the traditional notions of welfare and accept the modern idea that it should be the responsibility of the state to provide the necessary social welfare services (N. Chow, 1994, p. 325). Meanwhile, a large proportion of population was refugee from mainland China (Due to the civil war in Chin a). Part of them considered Hong Kong is there temporary shelter but not their home. Hence, welfare development would not be their consideration as they expected to leave Hong Kong soon. These factors made there were only little pressure groups would fight for the rights for the locals in that period. The situation further changed after 1965. In 1965, the colonial government published the White Paper on social welfare. N.Y. Chow (1993) suggests that to be exact, the beginning of social welfare policy of Hong Kong was after the publication of the first White Paper on social welfare in 1965 (p.41). The White paper was the first government document that discusses social welfare policy in Hong Kong. It explained the welfare development and integrated the experiences from the development. Also, it gives the stands of colonial government toward social welfare policy and reasons that made the government cannot implement comprehensive social policy in Hong Kong. Although the White Paper has been blamed for lacking in-depth discussion on the blueprint of social welfare development and the foreseeable challenges, but this White paper gives a foundation for the further development of social welfare system (W. S. Chow, 1993). The concept of social welfare and government were no longer disseve ring like the past. More people started to integrate social welfare into the role of government. The most rapid change was found in the 70s. There were two major factors that led the change, the Big Bang of social policy and the rise of social worker. The Big Bang of social policy was initiated by the 25th governor of Hong Kong, Murray MacLehose. After MacLehose take office the governor in 1972, he had a strong sense of responsibility towards social welfare, under his influence, amendment of social welfare policy was necessary (W. S. Chow, 1993, p. 52). Apart from it, the increasing social problems (i.e. the riot in 1966 and 1967, Corruption) led the demand for governments involvement in social welfare further increased. These factors urged the publication of the second White Paper of social welfare in 1973. The aim of the White Paper was giving a five year plan of social welfare development and dividing the responsibility in providing social welfare between government and voluntary organizations. The aspects of social welfare in the five year plan included education, housing, m edical service, social allowance, youth services etc. The comprehensive expansion of welfare services increased the involvement of people in social welfare system. The value of welfare would not be given by the colonial government was further weakening in this period. Apart from the Big Bang of social policy, the rise of social worker also led to the significant change in social value of welfare. The rise of social worker could be traced back to the professionalization of social work and the implement of professional training at the University of Hong Kong and the Chinese University of Hong Kong in the mid-1960s. In the 1960s, Fabian Socialism was the most fashionable approach taught in the social work schools of the two universities (N. Chow, 1994, p.327). Equality, freedom and fellowship are the central values of Fabian Socialism. The social work students in 60s and 70s were strongly influenced by these values. They had a strong sense of working towards a more equal and justice society. Hence, when the students became social workers in society, they would try to advocate policies that achieve to these two ideals. More people would consider welfare as a means to achieve an equal society. Meanwhile, the young social workers at that time also stres sed on civil rights. They believed that social welfare is one the important parts of civil rights. When they graduated, they would educate and advocate the public to uphold their civil rights through different social actions. As a result, under this influence, it led to the rise of the awareness of welfare system as rights enjoyed by citizen. Another significant change of social values of welfare could be found in 1997. The major factor that led to the change is the Asian Financial Crisis in 1997. Before the crisis, the economy in Hong Kong was at boom. Majority of people were actively investing in property market and stock market. At that time, people emphasized on material values and short-term time horizon. Material values are the major criterion used to evaluate the worth of things and people (C.K. Wong, K. L. Chow K.Y. Wong, 2001, p.68). Meanwhile, majority of Chinese investor were looking for the maximum benefit in the shortest period of time. Topley states that many Chinese still prefer to invest in non-industrial property and trade because of the relatively quicker return of capital and profits. When investing in industry, the overwhelming desire of investors is to look for quick profits by whatever means present themselves as attractive in the short run rather than to look for opportunity for starting long-term investment. (as cited in Lau, 1982, p.70) As both of the property market and stock market were so flourished, the economic environment enabled people to achieve the above goals simultaneously. This in turn led Hong Kong became one of the wealthiest cities in Asia. The living standard in Hong Kong was one of the highest in Hong Kong history in the early mid 1990s. As most people could sustain their life in the market, they put less consideration on the welfare system. At that time, people would consider social welfare system was only for those who were in need in society, like elderly and disabled people. In other words, despite the underprivileged and the corresponding pressure group, majority in society would not care about the welfare system as they believed they could achieve self-sustentions in market. In general, social welfare development was overwhelmed by economic development at that period. But a significant change was provoked by the 1997 financial crisis. A great depression in both stock market and property market was provoked by the crisis. Lots of people were bankrupted because of the suddenly fall in the property market. Also, a massive unemployment was accompanied with the economic downturn, particularly in the financial sector. The decline in consumption led to further depression in other non-financial sector. The financial crisis brought two major impacts on the welfare system. First, it led to a significant fall in the tax income of the government. Second, more people fall into the safety net of the welfare system. In other words, it led an increase in demand for welfare services. Simultaneously, it would increase the welfare expenditure of the government. As these two factors happened at the same time, this brought heavy pressure on the financial budget of the government. At the same period, the sovereignty of Hong Kong changed back to China. One of the problems that foresee by the government is the increase in immigrants from China. In the review report of CSSA that published by the Social Welfare Department, it suggests that the increase in mainland immigrants would lead to an increase application for CSSA. It implies that the government believes that a number of mainland immigrants would rely on the welfare system for livelihood. Before the publication of the report, the government already spread this ideology through news and government press. At that time, the government disclosed different abusive cases of CSSA by the new immigrants. This made the public also be believed the new immigrants would bring pressure to Hong Kong welfare system. The economic downturn, mainland immigrants, together with the foreseeable aging population, these made the government believed a review for welfare system is necessary. As the government wanted to tighten the budget for social welfare expenditure, the publication of the review report was a means of government to the public support. This report brought a momentous impact on the social value of welfare. In particular, there were more people believed that abusive cases are common in the welfare system after the publication of the report. For example, the report suggested the level of benefits for four-person household is high. The average monthly payment for a four-person household increased in 120% from 1980s to 1990s. But the median wage of workers only increased 41%. The government suggested that this would create disincentive to work and lead to long term dependency on welfare system. According to a survey, 36.4% of respondents believed that the increasing number of CSSA cases becau se the criteria for application is too lenient (C.K. Wong, K. L. Chow K.Y. Wong, 2001, p.5). Although the way and method that government used to interpret and present the statistics had bias and hidden agenda, majority still believed that CSSA was breeding lazy people. Since CSSA has a strict income test and asset test, statistics of Suspected Fraud and Abuse was minimal. But the mass media created a negative image of CSSA recipients as they only reporting fraud and abusive cases. This, in turn, created a strong labeling effect on CSSA recipients. In a survey, 40.8% of respondents agreed that CSSA recipients are not deserved to be help (C.K. Wong, K. L. Chow K.Y. Wong, 2001, p.9). This reflected the fact that CSSA recipients were stigmatized. Apart from stigmatization of CSSA recipients, the role of welfare that interpreted by the public is also worth to discuss. Compare with giving direct welfare, people considered that self-reliance would be more appropriate. In a survey, 70.3% of respondents believed that people should satisfy their needs through self-reliance. On the other hand, only 8.6% respondents believed that people should satisfy their needs through social welfare (C.K. Wong, K. L. Chow K.Y. Wong, 2001, p.30). The development of the concept self-reliance could be explained by the Utilitarianistic Familism. Utilitarianistic Familism is social values of the Chinese people in Hong Kong (Lau, 1982). Chinese people would put the interest of family member in a higher priority over others. The bonding of the family members was strong. In addition to the extended family structure in the early mid 20th century, people would not look for help from government; rather, they would look for help from family members. As most problems could be solved without the help of government, it contributed to the development a sense of self-reliance. This concept is particularly prevailing value hold by the older generation (i.e. Those who born in the Post War Baby Boom). From the above discussion, we can see two sets of contradictory social values of welfare have developed in Hong Kong. On one hand, more people consider social welfare as their civil rights. On the other hand, people stigmatize some welfare recipients. It makes the rights of accessing welfare become alienated from the civil rights. These two contradictory values lead to different conflicts in society. Social workers, pressure groups and non-government organizations are striving for destigmatization of the welfare recipients. Lots of social actions like social demonstration and public forum are used to promote this civil rights. But at the same time, the government is attempting to marginalize the welfare recipients in order to reduce the welfare expenditure. From time to time, the government would publish the fraud and abusive case in CSSA. It seems that it wants to remind people that abusive cases are still common in welfare system. These, in turn, led to never-ending debates between the two interest groups. As seen in above discussion, it is hard to find a consensus towards the value of welfare in Hong Kong. The historical background, personal experiences and education would have a strong influence on the development of our value. But it seems that government would spread concepts and ideas that deviated from the principles of social welfare equality and equity, because its political agenda. Whether the ultimate goal of government is bring a stable and harmonious society in Hong Kong is questionable.

Chemical Reactions Essay -- science

Chemical Reactions Chemical reactions are the heart of chemistry. People have always known that they exist. The Ancient Greeks were the firsts to speculate on the composition of matter. They thought that it was possible that individual particles made up matter. Later, in the Seventeenth Century, a German chemist named Georg Ernst Stahl was the first to postulate on chemical reaction, specifically, combustion. He said that a substance called phlogiston escaped into the air from all substances during combustion. He explained that a burning candle would go out if a candle snuffer was put over it because the air inside the snuffer became saturated with phlogiston. According to his ideas, wood is made up of phlogiston and ash, because only ash is left after combustion. His ideas soon came upon some contradiction. When metal is burned, its ash has a greater mass than the original substance. Stahl tried to cover himself by saying that phlogiston will take away from a substance’s mass or that it had a negative mass, which contradicted his original theories. In the Eighteenth Century Antoine-Laurent Lavoisier, in France, discovered an important detail in the understanding of the chemical reaction combustion, oxigine (oxygen). He said that combustion was a chemical reaction involving oxygen and another combustible substance, such as wood. John Dalton, in the early Nineteenth Century, discovered the atom. It gave way to the idea that a chemical reaction was actually the rearrangement of groups of atoms called molecules. Dalton also said that the appearance and disappearance of properties meant that the atomic composition dictated the appearance of different properties. He also came up with idea that a molecule of one substance is exactly the same as any other molecule of the same substance. People like Joseph-Lois Gay-Lussac added to Dalton’s concepts with the postulate that the volumes of gasses that react with each other are related (14 grams of nitrogen reacted with exactly three grams of hydrogen, eight grams of oxygen reacted to exactly one gram of hydrogen, etc.) Amedeo Avogadro also added to the understanding of chemical reactions. He said that all gasses at the same pressure, volume and temperature contain the same number of particles. This idea took a long time to be accepted. His ideas lead to the subscripts used in the formulas f... ...st, stimulating a reaction between two reactants, just stimulating a reaction one molecule at a time. The molecules are stimulated in a pattern giving the wanted results. This discovery opens doors for nanoengineering and material sciences. It gives a good view of what happens, one molecule at a time. Chemical reactions are a large part of chemistry. This paper is an overveiw of that extensive subject. It gives a good idea about the history of chemical reactions as well as the future. Hopefully, there will be no end to the expansion of chemistry and our knowledge. Since Scientists are still experimenting, chemical reactions will always be a part of chemistry. Bibliography "Chemical Reactions," Encyclopedia Brittanica MACROPEDIA, 1995, Vol. 15 "Dances With molecules," Science News, Vol. 147, May 27, 1995 Eastman, Richard H., General Chemistry: Experimental and Theory, Holt, Rhinehart, and Winston Inc., 1970 "One Molecule at a Time", Discover, January 1996 Pauling, Linus and Peter, Chemistry, W. H. Freeman and Co., 1975 "Reactions, Chemical," Encyclopedia Americana, 1982, Vol. 23 "Reactions, Chemical," Academic American Encyclopedia, 1991, Vol. 16

The United States Must Abandon Nuclear Power Essay -- Argumentative Pe

The United States Must Abandon Nuclear Power The United States must re-examine many policies previously accepted as reasonable, especially its own national energy policy. As the largest overall and per capita energy consumer in the world, the U.S. needs to decide upon a reasonable source of energy for the foreseeable future, especially since its energy needs will increase dramatically during that time. With political instability likely to remain the norm in the Middle East, oil continues to be an energy source of questionable reliability; in addition, current estimates of worldwide reserves suggest we may in fact run out of oil entirely in the next fifty years. Natural gas reserves are in fairly short supply too, and costs limit its uses as well. Another major alternative, coal, has become the nation’s leading energy source (providing more than 55% of the country’s electricity), and projected supplies could last for hundreds of years (Sweet 49). However, the tremendous output by coal-fired plants of CO2—the major â€Å"greenhouse† gas—along with other atmospheric pollutants makes it equally as undesirable as oil. The final major source of energy on which the U.S. currently depends is nuclear power, and many (including the author of a Time magazine article in the April 29, 1991 issue) see it as a viable alternative, provided solutions are found to a few â€Å"minor† difficulties. Once the facts are known, though, it becomes clear that nuclear power (both fission and fusion) is not the answer to our current U. S. energy dilemma, primarily because it presents great risks and creates tremendous pollution hazards, and, further, because it also will continue to support the status quo of huge multi-national corporations dominating e... ...Dangers of Nuclear Power. London: New English Library, 1986. Croall, Stephen. Nuclear Power for Beginners. New York: Pantheon Books, 1983. Curtis, Richard, and Elizabeth Hogan with Shel Horowitz. Nuclear Lessons: An Examination of Nuclear Power’s Safety, Economic and Political Record. Harrisburg: Stackpole Books, 1980. Faulkner, Peter, ed. The Silent Bomb. New York: Random House, 1977. Greenwald, John. â€Å"Time to Choose,† Time 29 April 1991: 54-62. Shrader-Frechette, K. S. Nuclear Power and Public Policy: The Social and Ethical Problems of Fission Technology. Boston: D. Reidel Publishing Company, 1980. Stoler, Peter. Decline and Fail: The Ailing Nuclear Power Industry. New York: Dodd, Mead and Company,1985. Sweet, William. The Nuclear Age: Atomic Energy, Proliferation and the Arms Race. Washington, D.C.: Congressional Quarterly, Inc., 1988.

Organisational cultures Essay

Introduction: defining culture The concept of culture has become increasingly significant in education during the 1990s and into the twenty-first century. This enhanced interest may be understood as an example of dissatisfaction with the limitations of those leadership and man- agement models which stress the structural and technical aspects of schools and colleges. The focus on the intangible world of values and attitudes is a useful counter to these bureaucratic assumptions and helps to produce a more balanced portrait of educational institutions. Culture relates to the informal aspects of organisations rather then their official elements. They focus on the values, beliefs and norms of individuals in the organi- sation and how these individual perceptions coalesce into shared meanings. Culture is manifested by symbols and rituals rather than through the formal structure of the organization: Beliefs, values and ideology are at the heart of organisations. Individuals hold certain ideas and value-preferences which influence how they behave and how they view the behaviour of other members. These norms become shared traditions which are communicated within the group and are rein- forced by symbols and ritual. (Bush 2003, p.156). The developing importance of culture arises partly from a wish to understand, and operate more effectively within, this informal domain of the values and beliefs of teachers, support staff and other stakeholders. Morgan (1997) and O’Neill (1994) both stress the increasing significance of cultural factors in leadership and manage- ment. The latter charts the appearance of cultural ‘labels’ and suggests why they have become more prevalent: The increased use of such cultural descriptors in the literature of educational management is significant because it reflects a need for educational organiza- tions to be able to articulate deeply held and shared  values in more tangible ways and therefore respond more effectively to new, uncertain and potentially  threatening demands on their capabilities. Organizations, therefore, articulate values in order to provide form and meaning for the activities of organiza- tional members in the absence of visible and certain organizational structures and relationships. In this sense the analysis and influence of organizational culture become essential management tools in the pursuit of increased orga- nizational growth and effectiveness. (O’Neill, 1994, p.116) The shift towards self-management in many countries reinforces the notion of schools and colleges as unique entities with their own distinctive features or ‘cul- ture’. It is inevitable that self-management will lead to greater diversity and, in Eng- land, this is one of the Government’s explicit aims. Caldwell and Spinks (1992) argue that there is ‘a culture of self- management’. The essential components of this culture are the empowerment of leaders and their acceptance of responsibility. Societal culture Most of the literature on culture in education relates to organisational culture and that is also the main focus of this chapter. However, there is also an emerging liter- ature on the broader theme of national or societal culture. Dimmock and Walker (2002a, p.3) claim that ‘the field of educational administration †¦ has largely ignored the influence of societal culture’ but their work has contributed to an increasing awareness of this concept. Given the globalisation of education, issues of societal culture are increasingly sig- nificant. Walker and Dimmock (2002) refer to issues of context and stress the need to avoid ‘decontextualized paradigms’ (p.1) in researching and analysing educa- tional systems and institutions: The field of educational leadership and management has developed along eth- nocentric lines, being heavily dominated by Anglo-American paradigms and theories †¦ Frequently, either a narrow ethnicity pervades research and policy, or an implicit assumption is made that findings in one part of the world will necessarily apply in others. It is clear that a key factor missing from many debates on educational administration and leadership is context †¦ context is represented by societal culture and its mediating influence on theory, policy and practice. (Walker and Dimmock 2002, p.2) Walker and Dimmock are by no means alone in advocating attention to issues of context. Crossley and Broadfoot (1992, p.100) say that ‘policies and practice cannot be translated intact from one culture to another since the mediation of different cultural contexts can quite transform the latter’s salience’ while Bush et al. (1998, p.137) stress that ‘all theories and interpretations of practice must be ‘grounded’ in the specific context †¦ before they can be regarded as useful’. LEADING AND MANAGING PEOPLE IN EDUCATION48 Dimmock and Walker (2002b, p.71) have given sustained attention to these issues and provide a helpful distinction between societal and organizational culture: Societal cultures differ mostly at the level of basic values, while organizational cultures differ mostly at the level of more superficial practices, as reflected in the recognition of particular symbols, heroes and rituals. This allows organiza- tional cultures to be deliberately managed and changed, whereas societal or national cultures are more enduring and change only gradually over longer time periods. School leaders influence, and in turn are influenced by, the orga- nizational culture. Societal culture, on the other hand, is a given, being out- side the sphere of influence of an individual school leader. (Our emphasis) Dimmock and Walker (2002b) identify seven ‘dimensions’ of societal culture,  each of which is expressed as a continuum: 1 Power-distributed/power concentrated: power is either distributed more equally among the various levels of a culture or is more concentrated. 2 Group-oriented/self-oriented: people in self-oriented cultures perceive themselves to be more independent and self-reliant. In group-oriented cultures, ties between people are tight, relationships are firmly structured and individual needs are sub- servient to the collective needs. 3 Consideration/aggression: in aggression cultures, achievement is stressed, competi- tion dominates and conflicts are resolved through the exercise of power and assertiveness. In contrast, consideration societies emphasise relationship, solidar- ity and resolution of conflicts by compromise and negotiation. 4 Proactivism/fatalism: this dimension reflects the proactive or ‘we can change things around here’ attitude in some cultures, and the willingness to accept things as they are in others – a fatalistic perspective. 5 Generative/replicative: some cultures appear more predisposed towards innovation, or the generation of new ideas and methods, whereas other cultures appear more inclined to replicate or to adopt ideas and approaches from elsewhere. 6 Limited relationship/holistic relationship: in limited relationship cultures, interac- tions and relationships tend to be determined by explicit rules which are applied to everyone. In holistic cultures, greater attention is given to relationship oblig- ations, for example kinship, patronage and friendship, than to impartially applied rules. 7 Male influence/female influence: in some societies, the male domination of deci- sion-making in political, economic and professional life is perpetuated. In others, women have come to play a significant role. (adapted from Dimmock and Walker 2002b, pp.74-6). This model can be applied to educational systems in different countries. Bush and Qiang (2000) show that most of these dimensions are relevant to Chinese education: 49ORGANISATIONAL CULTURES †¢ Power is concentrated in the hands of a limited number of leaders. ‘The principal has positional authority within an essentially bureaucratic system †¦ China might be regarded as the archetypal high power-distance (power-concentrated) society’ (p.60). †¢ Chinese culture is group oriented. ‘Collective benefits [are] seen as more important than individual needs’ (p.61). †¢ Chinese culture stresses consideration rather than aggression. ‘The Confucian scholars advocate modesty and encourage friendly co-operation, giving priority to people’s relationships. The purpose of education is to mould every individual into a harmonious member of society’ (p.62). †¢ Patriarchal leadership dominates in education, business, government and the Communist Party itself. There are no women principals in the 89 secondary schools in three counties of the Shaanxi province. Coleman et al. (1998, p.144) attribute such inequalities to the continuing dominance of patriarchy. Societal culture is one important aspect of the context within which school leaders must operate. Leaders and managers must also be aware of organisational culture which provides a more immediate framework for leadership action. Principals and others can help to shape culture but they are also influenced by it. Chapter 7, for example, refers to the need for educational leaders to be aware of the societal cul- ture underpinning schools and colleges so that appropriate equal opportunities policies and practices can be developed. Central features of organisational culture Organisational culture has the following major features (Bush 2003): 1 It focuses on the values and beliefs of members of organisations. These values underpin the behaviour and attitudes of individuals within schools and colleges but they may not always be explicit. These individual beliefs coalesce into shared values: ‘Shared values, shared beliefs, shared meaning, shared understanding, and shared sensemaking are all different ways of describing culture †¦ These pat- terns of understanding also provide a basis for making one’s own behaviour sen- sible and meaningful’ (Morgan, 1997, p.138). This does not necessarily mean that individual values are always in harmony with one another. Morgan (1997, p.137) suggests that ‘there may be different and competing value systems that create a mosaic of organizational realities rather than a uniform corporate culture’. Dissonance is more likely in large, multipur- pose organisations such as colleges and universities but Nias et al. (1989) note that they may also exist in primary education. Fullan and Hargreaves (1992, pp. 71-2) argue that some schools develop a ‘balkanized’ culture made up of separate and sometimes competing groups: LEADING AND MANAGING PEOPLE IN EDUCATION50 Teachers in balkanized cultures attach their loyalties and identities to particular groups of their colleagues. They are usually colleagues with whom they work most closely, spend most time, socialize most often in the staffroom. The existence of such groups in a school often reflects and reinforces very different group outlooks on learning, teaching styles, dis- cipline and curriculum. Staff working in sub-units, such as departments, may develop their own dis- tinctive ‘subculture’ and middle managers, or ‘middle level leaders’ as the NCSL prefers to call them, may wish to cultivate this as a way of developing and enhancing team effectiveness. However, as Fullan and Hargreaves (1992)  imply, such subcultures may not be consistent with the whole-school or college culture. 2 Organisational culture emphasises the development of shared norms and mean- ings. The assumption is that interaction between members of the organisation, or its subgroups, eventually leads to behavioural norms that gradually become cul- tural features of the school or college. Nias et al.’s (1989, pp.39-40) research shows how group norms were established in their case-study schools: As staff talked, worked and relaxed together, they began to negotiate shared meanings which enabled them to predict each others’ behaviour. Consequently each staff developed its own taken-for-granted norms. Because shared meanings and ways of behaving became so taken for granted, existing staff were largely unaware of them. But they were visi- ble to newcomers †¦ Researchers moving between schools were con- stantly reminded of the uniqueness of each school’s norms. These group norms sometimes allow the development of a monoculture in a school with meanings shared throughout the staff – ‘the way we do things around here’. We have already noted, however, that there may be several subcul- tures based on the professional and personal interests of different groups. These typically have internal coherence but experience difficulty in relationships with other groups whose behavioural norms are different. Wallace and Hall (1994, pp.28 and 127) identify senior management teams (SMTs) as one example of group culture with clear internal norms but often weak connections to other groups and individuals: SMTs in our research developed a ‘culture of teamwork’ †¦ A norm com- mon to the SMTs was that decisions must be reached by achieving a working consensus, entailing the acknowledgement of any dissenting views †¦ there was a clear distinction between interaction inside the team and contact with those outside †¦ [who] were excluded from the inner world of the team. 3 Culture is typically expressed through rituals and ceremonies which are  used to support and celebrate beliefs and norms. Schools, in particular, are rich in such symbols as assemblies, prize-givings and corporate worship. Hoyle (1986, pp.150  and 152) argues that ritual is at the heart of cultural models: ‘Symbols are a key component of the culture of all schools †¦ [they] have expressive tasks and sym- bols which are the only means whereby abstract values can be conveyed †¦ Sym- bols are central to the process of constructing meaning’. (Hoyle 1986, pp.150-2). School culture may be symbolized through three modes: (a) Conceptually or verbally, for example through use of language and the expres- sion of organisational aims. (b) Behaviourally, through rituals, ceremonies, rules, support mechanisms, and patterns of social interaction. (c) Visually or materially, through facilities, equipment, memorabilia, mottoes, crests and uniforms. (Beare et al. 1989, p.176). Schein (1997, p.248) argues that ‘rites and rituals [are] central to the deciphering as well as to the communicating of cultural assumptions’. 4 Organisational culture assumes the existence of heroes and heroines who embody the values and beliefs of the organisation. These honoured members typify the behaviours associated with the culture of the institution. Campbell-Evans (1993, p. 106) stresses that heroes or heroines are those whose achievements match the cul- ture: ‘Choice and recognition of heroes †¦ occurs within the cultural boundaries identified through the value filter †¦ The accomplishments of those individuals who come to be regarded as heroes are compatible with the cultural emphases.’ This feature is evident in South Africa, for example, where the huge interest in school sport means that sporting heroes are identified and celebrated. This was evident, for example, in a Durban school visited by one of the authors, where for- mer student Shaun Pollock, the South African fast bowler, had numerous pho- tographs on display and a room named after him. In celebrating the achievements of this cricketing ‘hero’, school managers are seeking to emphasise the centrality of sporting achievement to the ethos and culture of the school. Developing a culture of learning in South Africa As we noted earlier (p.000), societal or national culture underpins the organisa- tional culture of individual schools and colleges. Nowhere is this more apparent than in South African schools where the predominant culture reflects the wider social structure of the post-apartheid era. Decades of institutionalised racism and injustice have been replaced by an overt commitment to democracy in all aspects of life, including education. Ngcobo (2003) addresses issues of cultural diversity and, drawing on Irvine (1990), identifies nine dimensions of African culture: †¢ Spirituality: life is viewed as vitalistic rather than mechanistic. †¢ Harmony: humans and nature live interdependently and in harmony. LEADING AND MANAGING PEOPLE IN EDUCATION52 †¢ Movement: rhythm, music and dance. †¢ Verve: high levels of stimulation. †¢ Affect: emotions and feelings. †¢ Communalism: social connectedness and an awareness of responsibilities to the  group transcending individual privileges. †¢ Expressive individualism: genuine personal expression. †¢ Oral tradition: oral/aural metaphors and colourful forms. †¢ Social time perspective: time as social rather than material space (adapted from Ngcobo 2003, p.224). Ngcobo (2003) notes that these cultural features are very different from European cultures. Such cultural differences became particularly significant as schools began to change their racial composition in response to the South African Schools Act (1996), which made it illegal to deny admission to students on the basis of race. For- merly white schools, with a predominantly ‘European’ culture, began to assimilate learners, and to a lesser extent educators, from different cultural backgrounds. Ngcobo (2003) gives two contrasting examples of how school leaders responded to these cultural changes. Vryburg high school avoided cultural diversity by dividing the premises into two sections (white and black). This had several deleterious con- sequences, including conflict leading to charges of assault being laid against 14 black learners and seven parents of white students. Greenland secondary school in Durban adopted a different approach, aiming at cultural diversity and encouraging learners and staff to express and celebrate their own cultures. This school has been very successful academically which the principal attributes to ‘the strong integrative culture it promotes’ (Ngcobo 2003, p.230). The years of struggle against apartheid inevitably affected schools, particularly those in the townships. One of the ‘weapons’ of the black majority was for young- sters to ‘strike’ and demonstrate against the policies of the white government. Sim- ilarly, teacher unions were an important aspect of the liberation movement and teachers would frequently be absent from school to engage in protest activity. It is perhaps inevitable that a culture of learning was difficult to establish in such a hos- tile climate. Badat (1995, p.143) claims that ‘the crisis in black education, including what has come to be referred to as the â€Å"breakdown† in the â€Å"culture of learning† †¦ continued unabated’. This issue surfaced in Bush and Anderson’s (2003) survey of school principals in the KwaZulu/Natal province. In response to a question about the aims of the school, principals stated that: †¢ the school is striving to instill in the minds of learners that ‘education is their future’ †¢ to show the importance of education within and outside the school †¢ to provide a conducive educational environment †¢ to develop a culture of learning. 53ORGANISATIONAL CULTURES The absence of a culture of learning in many South African schools illustrates the long-term and uncertain nature of cultural change. The long years of resistance to apartheid education have to be replaced by a commitment to teaching and learn- ing if South Africa is to thrive in an increasingly competitive world economy. How- ever, educational values have to compete with the still prevalent discourse of struggle and also have to reconcile the diverse value systems of the different sub- cultures in South Africa’s integrated schools. It seems likely that the development of a genuine culture of learning will be slow and dependent on the quality of lead- ership in individual schools. Leadership and culture We noted earlier (p.000) that societal culture is beyond the control of educational leaders but heads and principals are able to influence organisational culture. Arguably, they have the main responsibility for generating and sustaining culture and communicating core values and beliefs both within the organization and to external stakeholders (Bush 1998, p.43). Heads and principals have their own val- ues and beliefs arising from many years of successful professional practice. They are also expected to embody the culture of the school or college. Hoyle (1986, pp.155-6) stresses the symbolic dimension of leadership and the central role of heads in defining school culture: Few heads will avoid constructing an image of the school. They will differ in the degree to which this is a deliberate and charismatic task. Some heads †¦Ã‚  will self- consciously seek to construct a great mission for the school. Others will convey their idea of the school less dramatically and construct a meaning from the basic materials of symbol-making: words, actions, artefacts and settings. Schein (1997, p.211) argues that cultures spring primarily from the beliefs, values and assumptions of founders of organisations. Nias et al. (1989, p. 103) suggest that heads are ‘founders’ of their school’s culture. They refer to two of their English case study schools where new heads dismantled the existing culture in order to create a new one based on their own values. The culture was rebuilt through example: ‘All the heads of the project schools were aware of the power of example. Each head expected to influence staff through his/her example. Yet their actions may also have been symbolic of the values they tried to represent.’ Nias et al. (1989) also mention the significance of co-leaders, such as deputy heads and curriculum co-ordinators, in disseminating school culture. Deal (1985, pp.615-18) suggests several strategies for leaders who wish to gener- ate culture: †¢ Document the school’s history to be codified and passed on. †¢ Anoint and celebrate heroes and heroines. LEADING AND MANAGING PEOPLE IN EDUCATION54 †¢ Review the school’s rituals to convey cultural values and beliefs. †¢ Exploit and develop ceremony. †¢ Identify priests, priestesses and gossips, and incorporate them into mainstream  activity. This provides access to the informal communications network. One of the ways in which leaders can shape or change culture is through the appointment of other staff who have the same values and beliefs, leading to cultural consonance. In this view, the staff selection process provides an opportunity to set out the values of the school, or its leaders, in the hope  that those who hold similar values will be attracted to the post while others will be deterred from making or pur- suing an application. Over time, the culture of the school will shift in the direction sought by the principal. The literature on collegiality (e.g. Bush 2003) shows that leaders are more likely to cede power to others when they are confident that their own educational values will not be compromised by doing so. Foskett and Lumby (2003) point out that staff selection processes are themselves subject to cultural variables. They draw on Akinnusi (1991) to distinguish between ‘universalistic’ and ‘particularistic’ approaches to selection. The universalistic approach, as discussed in Chapter 9 of this volume, for example, attempts to match applicants to objective criteria and is thought to be ‘more successful in identifying the best match to the vacant post’ (Foskett and Lumby 2003, p.71). These authors contrast this model with the particularistic approach adopted, for example, in Africa and in China. Here, ‘selection is shaped by the personal affiliation of the players, for example kinship, religion, ethnic or political similarities’ (p.70). This approach is likely to be successful in ensuring that the appointees have similar val- ues to the leaders. Using cultural criteria to appoint new staff may help to modify culture but the established staff, and inertia, may still ensure that change is highly problematic. Reynolds (1996) refers to one school where the prevailing culture was ‘posing severe difficulties for any purported change attempts’ (p.153). He point to ‘multiple barri- ers to change’ including: †¢ staff wanted ‘top down’ change and not ‘ownership’ †¢ ‘we’ve always done it this way’ †¢ individual reluctance to challenge the prevailing culture †¢ staff blaming children’s home background for examination failure †¢ numerous personality clashes, personal agendas and fractured interpersonal rela-tionships (Reynolds 1996, pp.153-4). This example illustrates the difficulty of attempting to impose cultural change. As one former college principal stresses, ‘[it is] dangerous †¦ for  managers to move too fast on cultural change’ (Bridge 1994, p.197). Turner (1990, p.11) acknowledges the pressures on leaders to ‘mould’ culture but rejects the belief that ‘something as pow- erful as culture can be much affected by the puny efforts of top managers’. 55ORGANISATIONAL CULTURES Hargreaves (1999, p.59) makes a similar point, claiming that ‘most people’s beliefs, attitudes and values are far more resistant to change than leaders typically allow’. He identifies three circumstances when culture may be subject to rapid change: †¢ The school faces an obvious crisis, for example a highly critical inspection report or falling pupil numbers, leading to the prospect of staff redundancies or school closure. †¢ The leader is very charismatic, commanding instant trust, loyalty and fellowship. This may enable cultural change to be more radical and be achieved more quickly. †¢ The leader succeeds a very poor principal. Staff will be looking for change to instil a new sense of direction (adapted from Hargreaves 1999, pp.59-60). These points may also apply to sub-units and subcultures. Hargreaves (1999, p.60) concludes that, ‘if none of these special conditions applies, assume that cultural change will be rather slow’. Leaders also have responsibility for sustaining culture, and cultural maintenance is often regarded as a central feature of effective leadership. Sergiovanni (1984, p.9) claims that the cultural aspect is the most important dimension of leadership. Within his ‘leadership forces hierarchy’, the cultural element is more significant than the technical, human and educational aspects of leadership: The net effect of the cultural force of leadership is to bond together  students, teachers, and others as believers in the work of the school †¦ As persons become members of this strong and binding culture, they are provided with opportunities for enjoying a special sense of personal importance and significance. Limitations of organisational culture The concept of organisational culture provides several useful elements to the lead- ership and management of people in schools and colleges. The focus on the infor- mal dimension is a valuable counter to the rigid and official components of the formal models. By stressing the values and beliefs of participants, culture reinforces the human aspects of management rather than their structural elements. However, this approach has three significant weaknesses (Bush 2003): 1 The notion of ‘organisational culture’ may simply be the imposition of the leaders’ values on other members of the organisation. The search for a monoculture may mean subordinating the values and beliefs of some participants to those of leaders or the dominant group. ‘Shared’ cultures may be simply the values of leaders imposed on less powerful people. Morgan (1997) refers to ‘a process of ideological  control’ and warns of the risk of ‘manipulation’: Ideological manipulation and control is being advocated as an essential managerial strategy †¦ such manipulation may well be accompanied by resistance, resentment and mistrust †¦ where the culture controls rather than expresses human character, the metaphor may thus prove quite manipulative and totalitarian in its influence. (pp.150-1) Prosser (1999, p.4) refers to the ‘dark underworld’ of school culture and links it to the concept of micropolitics: ‘The micro-political perspective recognized that formal powers, rules, regulations, traditions and rituals  were capable of being subverted by individuals, groups or affiliations in schools’. Hargreaves (1999, p.60) uses the term ‘resistance group’ to refer to sub-units seeking to subvert lead- ers and their intended cultural change. However, this may simply be a legitimate attempt to enunciate the specific values of, for example, departmental culture. 2 The portrayal of culture may be unduly mechanistic, assuming that leaders can determine the culture of the organisation (Morgan 1997). While they have influ- ence over the evolution of culture by espousing desired values, they cannot ensure the emergence of a monoculture. As we have seen, secondary schools and colleges may have several subcultures operating in departments and other sec- tions. This is not necessarily dysfunctional because successful sub-units are vital components of thriving institutions, and successful middle-level leadership and management are increasingly regarded as essential to school and college effec- tiveness (Harris 2002; Briggs 2003). In an era of self-managing schools and colleges in many countries, lay influ- ences on policy are increasingly significant. Governing bodies often have the for- mal responsibility for major decisions and they share in the creation of institutional culture. This does not mean simple acquiescence to the values of the head or principal. Rather, there may be negotiation leading to the possibility of conflict and the adoption of policies inconsistent with the leader’s own values. 3 Hoyle (1986) argues that symbols may misrepresent the reality of the school or college. He suggests that schools may go through the appearance of change but the reality continues as before: A symbol can represent something which is ‘real’ in the sense that it †¦ acts as a surrogate for reality †¦ there will be a mutual recognition by the parties concerned that the substance has not been evoked but they are nevertheless content to sustain the fiction that it has if there has been some symbolization of the substance †¦ in reality the system carries on as formerly. (p.166) Schein (1997, p.249) also warns against placing too much reliance on ritual. When the only salient data we have are the rites and rituals that have survived over a period of time, we must, of course, use them as best we  can †¦ however †¦ it is difficult to decipher just what assumptions lead- ers have held that have led to the creation of particular rites and rituals. Conclusion: people and culture The belief that schools and colleges are unique entities is gaining ground as people increasingly recognise the importance of the specific contexts, internal and exter- nal, which provide the frameworks within which leaders and managers must oper- ate. Despite the pressures of globalisation, understanding and managing the school context is a vital dimension of leadership in the twenty-first century. Values and beliefs are not universal and a ‘one size fits all’ model does not work for nations any more than it does for schools. The recognition that school and college development needs to be preceded by attitudinal change is also salutary, and is consistent with the view that teachers must feel ‘ownership’ of change if it is to be implemented effectively. Externally imposed innovation often fails because it is out of tune with the values of the teach- ers who have to implement it. ‘Since organization ultimately resides in the heads of the people involved, effective organizational change always implies cultural change’ (Morgan 1997, p.150). The emphasis on values and symbols may also help to balance the focus on struc- ture and process in many of the other models. The informal world of norms and rit- ual behaviour may be just as significant as the formal elements of schools and colleges. ‘Even the most concrete and rational  aspects of organization – whether structures, hierarchies, rules, or organizational routines – embody social construc- tions and meanings that are crucial for understanding how organization functions day to day’ (Morgan 1997, p.146). Culture also provides a focus for organisational action. Effective leaders often seek to influence values so that they become closer to, if not identical with, their own beliefs. In this way, they hope to achieve widespread support for, or ‘ownership’ of, new policies. By working through this informal domain, rather than imposing change through positional authority or political processes, heads, principals and other leaders, including middle managers, are more likely to gain support for inno- vation. An understanding of both societal and organisational culture also provides a sound basis for leading and managing people in education. In many countries, schools and colleges are becoming multicultural, and recognition of the rich diver- sity of the cultural backgrounds of students, parents and staff is an essential element in school management. Similarly, all educational organisations have certain dis- tinctive features and understanding and managing this cultural apparatus is vital if leadership is to be ‘in tune’ with the prevailing norms and values. An appreciation of the relevance of both societal and organisational culture, and of the values, beliefs and rituals that underpin them, is an important element in the leadership  and management of schools and colleges. References Akinnusi, D. (1991), ‘Personnel management in Africa’, in Brewster, C. and Tyson, S. (eds), International Comparisons in Human Resource Management, London, Pitman. Badat, S. (1995), ‘Educational politics in the transition period’, Comparative Educa- tion, 31 (2), 141-159. Beare, H., Caldwell, B. and Millikan, R (1989), Creating an Excellent School: Some New Management Techniques, London, Routledge. Bridge, W. (1994), ‘Change where contrasting cultures meet’, in Gorringe, R. (ed.), Changing the Culture of a College, Blagdon, Coombe Lodge Reports. Briggs, A. (2003), ‘Finding the balance: exploring the organic and mechanical dimensions of middle managers roles in English further education colleges’, Edu- cational Management and Administration, 31 (4), 421-436. Bush, T. (1998), ‘Organisational culture and strategic management’, in Middlewood, D. and Lumby, J. (eds), Strategic Management in Schools and Colleges, London, Paul Chapman Publishing. Bush, T. (2003), Theories of Educational Leadership and Management: Third Edition, London, Sage. Bush, T. and Anderson, L. (2003), ‘Organisational culture’, in Thurlow, M., Bush, T. and Coleman, M. (eds), Leadership and Strategic Management in South African Schools, London, Commonwealth Secretariat. Bush, T. and Qiang, H. (2000), ‘Leadership and culture in Chinese education’, Asia Pacific Journal of Education, 20 (2), 58-67. Bush, T., Qiang, H. and Fang, J. (1998), ‘Educational management in China: an overview’, Compare, 28 (2), 133-140. Caldwell, B. and Spinks, J. (1992), Leading the Self-Managing School, London, Falmer Press. Campbell-Evans, G. (1993), ‘A values perspective on school-based management’, in C. Dimmock (ed.), School-Based Management and School Effectiveness, London, Routledge. Coleman, M., Qiang, H. and Li, Y.(1998), ‘Women in educational management in China: experience in Shaanxi province’, Compare, 28 (2), 141-154. Crossley, M. and Broadfoot, P. (1992), ‘Comparative and international research in education: scope, problems and potential’, British Educational Research Journal, 18, 99-112. Deal, T. (1985) ‘The symbolism of effective schools’, Elementary School Journal, 85 (5), 605-20. Dimmock, C. and Walker, A. (2002a), An international view of the principalship and its development: allowing for cultural context – no one ‘best practice’ model, paper presented at the National College for School Leadership International Conference, Nottingham, October. Dimmock, C. and Walker, A. (2002b), ‘School leadership in context – societal and organizational cultures’, in Bush, T. and Bell, L. (eds), The Principles and Practice of Educational Management, London, Paul Chapman Publishing. Foskett, N. and Lumby, J. (2003), Leading and Managing Education: International Dimensions, London, Paul Chapman Publishing. Fullan, M. and Hargreaves, A. (1992) What’s Worth Fighting for in Your School? Buck- ingham, Open University Press. Hargreaves, D. (1999), ‘Helping practitioners explore their school’s culture’, in J.Prosser (ed.), School Culture, London, Paul Chapman Publishing. Harris, A. (2002), ‘Effective leadership in schools facing challenging circumstances’, School Leadership and Management, 22 (1), 15-26. Hoyle, E. (1986), The Politics of School Management, Sevenoaks, Hodder and Stoughton. Irvine, J. (1990), Black Students and School Failure, New York, Greenwood Press. Morgan, G. (1997), Images of Organization, Newbury Park, CA, Sage. Nias, J., Southworth, G. and Yeomans, R. (1989), Staff Relationships in the Primary School, London, Cassell. Ngcobo, T. (2003), ‘Managing multicultural contexts’, in Lumby, J., Middlewood, D. and Kaabwe, E. (eds), Managing Human Resources in South African Schools, London, Commonwealth Secretariat. O’Neill, J. (1994), ‘Organizational structure and culture’, in Bush, T. and West-Burn- ham, J. (eds), The Principles of Educational Management, Harlow, Longman. Prosser, J. (1999), School Culture, London, Paul Chapman Publishing. Reynolds, D. (1996), ‘Turning round ineffective schools: some evidence and some speculations’, in Gray, J., Reynolds, D., Fitzgibbon, C. and Jesson, D. (eds), Merg- ing Traditions: The Future of Research on School Effectiveness and School Improvement, London, Cassell. Schein, E. (1997), Organizational Culture and Leadership, San Francisco, CA, Jossey- Bass. Sergiovanni, T. (1984) ‘Cultural and competing perspectives in administrative the- ory and practice’, in Sergiovanni, T. and Corbally, J. (eds), Leadership and Organi- zational Culture, Chicago, IL, University of Illinois Press. Turner, C. (1990), Organisational Culture, Blagdon, Mendip Papers. Walker, A. and Dimmock, C. (2002), ‘Introduction’, in Walker, A. and Dimmock, C. (eds), School Leadership and Administration: Adopting a Cultural Perspective, London, RoutledgeFalmer. Wallace, M. and Hall, V. (1994) Inside the SMT: Teamwork in Secondary School Man- agement, London, Paul Chapman Publishing.

The Importance of Labeling of Goods and Products

In the grocery store anyone can find a plethora of goods that have the potential to improve human life in the simplest ways. Goods such as a Snickers bar, which can provide a little relaxation from an insane day at the job, or a gallon of milk, so that the kids can have something to drink with the nutritious breakfast that was also bought at the grocery store. Yet one aisle in this great place of choices destroys the relaxing candy bar or the weekly gallon of milk. This aisle is heavily perfumed and can not be avoided because it is placed smack-dab in the middle of the store. This aisle is the chemical aisle. It contains things from Mr. Clean, which cleans up the spilled milk that dried on the linoleum floor, to Raid which is supposed to get rid of flies at the next family bar-b-que. Even though life in general would be easier and more enjoyable without insects that can be bothersome, it is not necessary to pollute the air, ground, food, and liquids that are used daily by the inhabitants of the planet Earth, nor is it necessary to give misleading information about the products being used to boost sales and get a higher profit. The government should make stricter laws on the labeling of goods that contain chemicals which could be potentially hazardous to one's health. First, â€Å"corporations are trying to mislead consumers into believing household pesticides are harmless,† according to Marion Moses, M. D. of the Pesticide Education Center in San Francisco (â€Å"Latest Organic†). Raid, a product produced by S. C. Johnson Corporation, which is used to kill roaches, ants, and flies, has inscribed on the side of its container â€Å"Made with pyrethrins: pyrethrin insecticide is made from flowers† (18). That fact is very reassuring in its own way, but what is not mentioned on the label is that only eight-tenths of one percent of Pyrethrin is actually used in the production of Raid (18), and that the most active ingredient is Dursban which can cause numbness, tingling sensations, incoordination, headache, dizziness, tremor, nausea, just to name a few(Extoxnet). Also, over ninety-eight percent of Raids ingredients are inert, which do not have to be named on the label (â€Å"Latest Organic†). The government must stop companies from being able to hide ingredients used in their products and should be forced to tell the general public what is being used in the products. It is interesting to know that some of the most dangerous chemicals are not labeled, and, if they are, Dursban for example, they are labeled as something that does not pose any sort of danger. Yet even if the chemicals are labeled, and all of the amounts are placed on the back of the product so that the consumer can see what is used in the item, who is going to go home and look the chemicals up in places like the Extoxnet site or in the encyclopedia to see if the chemical will hurt them. But still, those problems can be solved easily if the companies would just sit down and consider what is being done to the public and what should be done to solve the problem. Fruits and vegetables are another problem all of there own though. It would be scary to see a label rite on the skin of an apple or a leaf of lettus. A list, that could be easily accessible, should be made up that states all of the chemicals sprayed on fruit. This way the dangers of chemicals such as Fonofos, which is primarily used on corn crops(Extoxnet), would be available and people would be aware of the potential hazards that come with the chemicals used in their products. Labeling or letting the general public know what is being used on apples to keep worms off them should be enforced by the government. It would be a relatively easy process since the companies already know what chemicals are being used on their products. But as long as Corporate America still feels the need to hide every little thing from the public, the public is doomed to walk up and down the aisles of the supermarket so that they can find one can of insecticide that might be able to kill the flies which are flying around the potato salad.