Lvmh Case Study

The key inquiry for this situation is can LVMH keep on effectively oversees of its various brands while ensuring they are on the whole gainful. I like the spotlight that the organization puts on its â€Å"star brands†. Concentrating on the brands that proceed to develop and get benefits will enable the organization to remain productive. While concentrating on the star brands is a decent procedure it is a long way from all that LVMH needs to do to be a fruitful aggregate. It gives the idea that in the design world HR are the most significant resource that an organization can have, and LVMH needs to improve work cherishing these assets.The combination harms its picture and its gainfulness by abusing its innovative ability. The conglomerate’s picture is harmed in light of the fact that key inventive faculty, which one might say are the substance of the various brands, leave and promote why they left which discolors the conglomerate’s picture therefore making it hard er to draw in the best ability in the market. The conglomerate’s productivity is endangered on the grounds that they lose the planners that make the items that make the organizations profitable.LVMH could fortify their associations with the littler organizations by making motivation programs that repay dependent on volume of deals as well as impetus programs that remunerate dependent on deals development and looked after benefit. With this new motivating force program the organization would have greater chance to perceive the Michael Kors of the organization. LVMH should concentrate more on economies of degree. At times like publicizing it shows up the aggregate uses its size and capacity to lessen the expense to the individual organizations; anyway I feel that the combination could do significantly more to diminish expenses and increment benefits for the firms.They could be utilizing their arranging capacity to drive providers into lower costs. They ought to urge the individ ual organizations to cooperate and give thoughts to one another along these lines they can fortify connections among the organizations and make an increasingly bound together feel for the aggregate. At long last LVMH should ensure that they are keeping away from managerialism. They have to ensure the organizations that are procured are really important to the aggregate all in all and that they are not tearing up benefits from at least one of the present organizations.

Protean free essay sample

Looking at the effect of changeable and limits profession mentalities upon abstract vocation achievement. This Journal by Enhance et al. Talks around two sorts of workers and their profession perspectives and they are mutable and limits. Due to the hypothesis that we are trying, we might be taking a gander at mutable profession mentalities and representatives who tail them. Up to this point, profession advancement and achievement were taken a gander at to be a full time and long haul Jobs.Recently, profession improvement is viewed as an individual assuming responsibility for himself and his own vocation and professional predetermination. A mutable worker can be characterized as being somebody who can change when required and is somebody who is adaptable and has what it takes to adjust to new changes. As indicated by Brioche et al. (2006), changeable profession perspectives catch self-course in profession the executives and settling on decisions dependent on ones own qualities in directing ones vocation and professional turn of events. We will compose a custom article test on Changeable or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This additionally gives us that mutable people will in general gander at both self-bearing and qualities driven inclination. Ruler (2004) likewise contended that assuming liability for overseeing ones vocation improvement can convey positive mental results, including profession and life fulfillment, upgraded self-adequacy and individual prosperity, whenever wanted profession results are achieved.Taking into account the meanings of changeable workers and their perspectives and taking a gander at the hypothesis we are introducing, we can ideally discover a connection indicating that mutable representatives can support society. By having attributes of self-heading and qualities driven, mutable workers will guarantee their Insertion Into society given the correct Incentives. Slide Title: Examining the Impact of changeable and limits profession mentalities upon emotional vocation achievement. Mutable and limits * Traditional vocation mentalities * Protean worker definition: * Brioche et a l. 2006) * Self-heading and qualities driven * King (2004) * Conclusion * Insertion Into society given the correct Incentives Protean By Andalusias them. Up to this point, vocation improvement and achievement were taken a gander at to be a full determined, mutable workers will guarantee their inclusion into society given the correct motivators. Slide Title: Examining the effect of mutable and limits profession perspectives upon.

Human value

Human value Life is full of ups and downs.  It is easy to lose hope and confidence.  This little story helps us to realize that no matter what happens, we remain valuable as individuals.A well known speaker started off his seminar by holding up a $20 bill.In the room of 200, he asked, “Who would like this $20 bill?” Hands started going up.He said, “I am going to give this $20 to one of you but first, let me do this.” He proceeded to crumple the dollar bill up.He then asked, “Who still wants it?”Still the hands were up in the air.“Well,” he replied, “What if I do this?” And he dropped it on the ground and started to grind it into the floor with his shoe.He picked it up, now all crumpled and dirty. “Now who still wants it?”Still the hands went into the air.“My friends, no matter what I did to the money, you still wanted it because it did not decrease in value. It was still worth $20.Many times in our lives, we are dropped, crumpled, and ground into the dirt by the decisi ons we make and the circumstances that come our way.We feel as though we are worthless. But no matter what has happened or what will happen, you will never lose your value. You are special â€" Don’t ever forget it!Author Unknown

The Holocaust was the genocide and the cause of death for...

The Holocaust was the genocide and the cause of death for about 6 million Jews during World War II. The Holocaust affected many, including Gypsies, homosexuals, mentally and physically disabled, and anyone who did not fit the description of Hitler’s â€Å"master race†. Hitler was an anti-Semitist who believed in a superior race and killed many Jewish people by putting them in concentration camps. Adolf Hitler was born in Austria on April 20, 1889 to Alois Hitler and Klara Polzl. He was the 4th out of 6 children. As a child he often fought with his father, who did not approve of his interest in Fine Art. His father wanted to enter him in the Habsburg Civil Service. When his father died, his mother let him drop out of school and he moved to†¦show more content†¦For him, that was blonde haired, blue eyed and tall. He wanted to get rid of anybody that did not fit his criteria. He believed that they would rule the world for a thousand years. â€Å"The Aryan race is tall, long legged, slim. The race is narrow-faced, with a narrow forehead, a narrow high-built nose and a lower jaw and prominent chin, the skin is a rosy bright and the blood shines through †¦. The hair is smooth, straight or wavy-possibly curly in childhood. The colour is blond.†- ‘The Nazi Race’, 1929. The Hitler Youth was founded in 1926. It was for children ages 10-18. They were taught to hate Jews and to avoid any contact with them. The goal of girls in the Hitler Youth was to prepare women for motherhood and teach them how to raise children. They had to be able to run 60 meters in 14 seconds, throw a ball 12 meters, complete a 2 hour march, swim 100 meters and know how to make a bed. The goal for boys in the Hitler Youth was to prepare them for military service. Some activities included marching, bayonet drill, grenade throwing, trench digging, map reading, gas defense, use of dugouts, how to get under barbed wire and pistol shooting. They were taught to kill without remorse. In one activity, they were told to bring in their favorite pet and then they were forced to kill it. By late 1938, Jews were banned from most public places in Germany. During the occupation of Poland, Germans shot thousands of Jews, confined them to Ghettos, and began sending others toShow MoreRelatedAdolf Hitler And Hitler s Power1421 Words   |  6 Pages Chancellor Adolf Hitler of Nazi Germany and Prime Minister Benito Mussolini of Italy Andrew Chen 6 February 2017 Period 4 Chen 2 Both Benito Mussolini and Adolf Hitler had the same burning, profound desire for their nations to become well-respected and invincible superpowers of the world. As a matter of fact, Hitler respected and admired Mussolini; Hitler was influenced heavily by Mussolini, in fact, he looked upon Mussolini’s work and imitated him, while adding his own personal styleRead MoreAdolf Hitler 794 Words   |  4 Pagesattempt to annihilate certain races and religions was all brought upon by one man, Adolf Hitler. Adolf Hitler took power in 1833 and immediately started his plan to exterminate the Jews. Hitler had the Nazi party behind him and eventually thousands of soldiers to help him invade the many countries for living Jews. He held rallies where he had speeches to his followers and had what is called the Hitler Youth Movement that teaches the youth on what only the Nazi’s racial and political influenceRead MoreHitler Essay1204 Words   |  5 Pagesspecifically â€Å"Russia and Border States†¦Ã¢â‚¬  Hitler wanted equality among nations and the abolition of peace treaties. This is revealed in the quote from Hitler, â€Å"We demand equality among nations† and â€Å"abolition of the peace treaties of Versailles and St. Germaine†. In 1919 the treaty of Versailles took 70,000 sq. miles and limited the German army to 100’000 troops. The treaty of St. Germaine made it so that Germany could not join with Austria. Due to all of these things Hitler was inclin ed to start a war, planningRead More Hitler Essay1062 Words   |  5 Pages Hitler The year was 1929, the Great Depression had hit hard all over the world. People were losing their jobs, and their way of life was changing drastically right before their eyes; the people needed money fast. They needed to rebuild their lives and get back on their feet again, economically, politically, and socially. They needed a way out of this slump fast, and Hitler was there for the rescue. In 1933, Germany was facing a high unemployment level, leaving people to fend for themselves onRead More Hitler Essay2061 Words   |  9 Pagesbelieve that the success of these leaders is due to their person characteristics, while others believe that their success was due to the conditions of the society in which these leaders lived. One leader, whose success is controversial, is Adolph Hitler. Hitler’s success can be seen as his own through to his charismatic qualities, military tactics and the holocaust. All three of these topics were original to him and made him a notorious leader and gained him success. Hitler’s success can also beRead MoreAdolf Hitler1820 Words   |  8 PagesAdolf Hitler â€Å"The one who does not remember history is bound to live through it again† –George Santayana Adolf Hitler is known for having the greatest impact on Europe in all of history, especially Germany. Although the majority of people look down on him for his mass murder of about 6 million Jews in a short time period, his story of influence on a whole country is incredible. He started out as a boy from a little town in Austria with nothing more than a paintbrush and a dream; a dream to becomeRead MoreHitler, Stepping Into The Light. . Hitler, Racist And Murderer?1102 Words   |  5 PagesHitler, stepping into the light. Hitler, racist and murderer? Leader and visionary? Or both? Cassi-Dee Muller reports. Adolf Hitler, known for his rise to power, his revolutionary dictatorship and his starting of a world war. But was he simply a bad man with a negative impact on the world? Or was he just being an excellent leader? Born in Austria 1889, Hitler was an average young German until his adult life, where he achieved the position as the leader of the Nazi party. As a Nazi, he believedRead MoreEssay on Hitler2846 Words   |  12 Pages INTRODUCTION nbsp;nbsp;nbsp;nbsp;nbsp;Hitler was an incredibly gifted person. He was an intelligent speaker, as he managed to sway 14.7 million people to vote for him even though his ideas were unpopular. Hitler was able to take over half of Europe with a country that was heavily in debt and had poor morale. He even negotiated to surpass all levels of government and declare himself dictator. Hitler was a gifted painter although most, if not all, of his works were never published. His paintingsRead MoreAdolf Hitler Essays1302 Words   |  6 PagesAdolf Hitler Hitler. The name says it all. He is said to be the incarnation of absolute evil. The devil himself. There have many dictators in the twentieth century that were considered harsh dictators; Mussolini,Stalin, Saddam Hussein, but no one like Adolf Hitler. Hitler’s rule over Germany had a major impact on history and the entire world. Adolf Hitler held the most powerful and cruelest dictatorship of the 20th century. Adolf Hitler was born April 20, 1889 in the small Austrian villageRead MoreRhetoric of Adolf Hitler806 Words   |  3 Pages(Aftermath). Adolf Hitler became angered by the people who thrived during this depression and wanted to take action against them immediately. Specifically, the Jewish Population were the ones who thrived when the rest of Germany suffered and they were considered to be the root of Germany’s problems (Holocaust | The reasons for the Holocaust). Hitler was also culturally influenced by the D.A.P., which is the group that drove him into realizing his true hatred for the Jewish community. Hitler and the Nazis

Reality Tv Paper - 2529 Words

Assignment 1: Reality television has become increasingly more popular and appears to be taking over the entertainment business. Psychologist Lawrence Rubin seems to think it all goes back to Aristotle, â€Å"The notion of being drawn to drama and tragedy†(Kinon, 2009). The viewer receives a false sense of â€Å"real life† and disconnects from their own â€Å"real life† by diving into someone elses. The effects these television shows have on society as a whole can be positive or negative depending on the message the show depicts. Shows such as â€Å"Jersey Shore†, â€Å"16 and Pregnant†, and â€Å"Dr. 90210† are a huge success to MTV but could be considered detrimental to society by painting distorted pictures of reality in the viewer’s mind. Shows including†¦show more content†¦Amber’s story is showing how difficult it is being a teen mom, but at the same time she is sending a message that its okay to be abusive with words and action s. Even though some teen moms are great parents and love their children to death, how do the teens nowadays view that as? Teens that are lonely, not social or are picked on in school can see how much happiness a child can bring to those reality stars, and they can ask themselves why not get pregnant and try to enjoy that for themselves. That’s not a reason to have a child and its not capitalized enough on the show. At the end of each season MTV hosts a Teen Mom â€Å"After Show† to recap on seasons highlights as well as clips that weren’t shown. Most teen moms are questioned about their experience and when asked if they are still sexually active most of them all answer yes but with protection or contraception. According to the net doctor, if a condom is used correctly, it is about 98% effective. (Dr. David Devlin). However most teens don’t have enough knowledge about protection so we cannot assume they do said David S. Rosen, M.D. Contraception like birth control include pills, shots, patches, and implants. Without the proper access to these, people are at risk for pregnancy and STD’s. Although MTV does show some of the struggles and hardships of being 16 and pregnant, some argue that the opposite affects that MTV originally intended for the series is happening. MTVShow MoreRelatedThe Reality of Reality Television1699 Words   |  7 PagesThe Reality of Reality Television Jacqueline Knudsen ENG122: English Composition II Jenna Fussell February 2, 2013 The Reality of Reality Television Have you ever set there watching your favorite reality television show and wondered what effects it could have on you, your family or your friends? Truth is most people do not think about the effects television shows can have before watching them or allowing their children to watch them. ThisRead MoreTelevision Genre And Style Of Mockumentaries Essay1736 Words   |  7 Pagesof decades. This paper will attempt to discover the answers to three main questions regarding the television genre and style of mockumentaries. Firstly, the definition of a mockumentary and a general understanding of the stylistic similarities must be examined before the history of the mockumentary is to be explored. Next, the historical background will be considered as well as the cultural significance and impact of the shows that emulated this mockumentary style. Lastly, the paper will look to theRead MoreReality Television Has A Harm Than Good959 Words   |  4 PagesReality television has grown to be one of the most popular genres in TV history. Ten years ago, you would find maybe one or two reality shows on air. These days, there are numerous kinds of reality television shows on just about every channel. They range from dating shows, game shows, and shows about â€Å"real life.† Some examples are The Bachelor, The Amazing Race, Survivor, Jersey Shore, Real Housewives, Teen Mom, etc. Most of these shows don’t promote any harm; however, they’re starting to take aRead MoreTelevision And Its Influence On Our Culture985 Words   |  4 Pagespopulation and that is still apparent today; Whether that continues to be it purpose is debatable. Television as legacy media has many negative influences on our culture. This is most apparent in younger generations than any other. The scope of this paper will be identifying the negative affects popular culture television has on younger generations, as well as the potential long term affects it has on the developing mind . There is an ongoing debate as to whether or not television, â€Å"Reflects societyRead MoreAn Analysis of the Reality TV Show The Biggest Loser1721 Words   |  7 Pagesï » ¿Reality TV Analysis: The Biggest Loser Introduction Traditional television (TV) programming has always been categorized into two categories, that of melodrama and satire. However, in recent years, reality TV has emerged as a new category that revolutionized not only TV programming, but also the way people experience narratives/stories delivered through the TV (as the mass medium). In reality TV, the audience experiences life as it is lived by the actors or participants in the reality show. WhileRead MoreReason why People Watch Reality TV Shows1283 Words   |  6 Pagesaddicted to watching their favorite shows on TV? Have you ever wondered why reality TV is so popular? This paper is an explanation of why large numbers of people watch reality TV shows. Proof and facts will be provided showing that reality TV provides entertainment, inspiration, the stirring of emotions, vicarious living, and a substitute for social life for many who watch. Here are a few examples of these statements. One of the main reasons for watching reality TV is to provide people with entertainmentRead More The Medias Negative Portrayal of African American Males Essay1041 Words   |  5 Pagestheir desks anxiously; none of their papers contained more than five names. Eventually, all thirteen pairs of eyes made their way from the papers, to the faces of their friends, and eventually, they restlessly shifted over to me and stopped. â€Å"This is hard,† whined one seventh grade voice. Another chimed in, â€Å"It’s all the same, I can’t think of any more.† The question I had asked was simple: â€Å"Please list as many young African American males that you see on TV as possible.† However, the frustrationRead MoreThe Effects Of Modern Media On Us1046 Words   |  5 Pagesconsideration? For instance, reality TV has become a major contribution of how media is leaving a negative impact on society. Holly Peek, a resident psychiatrist at Tulane Medical Center in New Orleans said Reality television is a huge part of our viewing culture. This type of television gives our younger generation a stereotypical view of how life really is, for example how seniors in high school are portrayed as drinkers and always going to parties but in reality most aren’t. Parents should tellRead MoreInfluence of Media and Popular Culture Essay924 Words   |  4 Pagesstereotypes between genders. When people think about Media and popular cultures, reality show is reminded naturally since it is popular throughout America. Media hide many truths from the people, but reality shows need censorship for youths, but some says Reality shows are just for entertaining. Moreover, Rachel Potratz, the author of â€Å"When is Reality Real?: Youth Perceptions of MTV Reality Programs,† said that reality show programs are helping youth to learn about the world by parasocial interactionRead MoreFactors that Contribute to the Popularity of Reality Shows on TV874 Words   |  4 Pagesinteraction and engagement of audience with reality television. The study aims to investigate which factors influencing on television viewers’ decision to vote and also provide an exploration on their psychological side which may be vital for understanding their interactive behaviors. In the context of greater interaction between the programs and its audiences has been stimulating by television produc ers, it is significant to research this interactive form of reality television that encourages deeper audience

A Critical review of Pedagogy of the Oppressed by Paulo Freire Free Essays

Abstract The paper provides a summary and a critique of Freire’s notions in regard to education, philosophy and politics. The review considers how exploitation and oppression affects humanization. It criticizes the â€Å"Banking model† of education, and recommends the dialogical approach which can transform individuals. We will write a custom essay sample on A Critical review of Pedagogy of the Oppressed by Paulo Freire or any similar topic only for you Order Now Introduction The pedagogy of the oppressed by Paulo Freire brings together the political, educational and philosophical theory. The author explores the aspect of oppression and the foundation of liberation. Paulo Freire holds the notion that in order for persons to experience liberation, there is a need for the development of critical consciousness and thinking process in the person. Freire asserts that this is only possible through a pedagogy that creates a bond between the teacher and the learner, encouraging the learner to participate in dialogue and the practice of humanization via thought and its corresponding action (Freire 2004). The intention of this document is to provide a critical review of Freire’s work by considering his assertions on humanization and dehumanization, and oppression in the context of education and sham generosity. Freire recognizes the importance of humanization to the human kind and believes that the concern for humanization culminates in acknowledgment of dehumanization as an â€Å"ontological possibility as well as a historical truth† (Freire 2004, p. 43). He asserts that if an individual perceives the degree of dehumanization, he may question the viability of humanization. Freire views humanization and dehumanization as potentials for an individual, as an uncompleted being with knowledge of their incompletion. Freire believes that injustice, oppression, exploitation, as well as the violence of the oppressors have thwarted humanization (Freire 2004, p. 44). Humanization is exemplified by the craving of the oppressed for justice, independence and lost humanity. The author asserts that dehumanization is an indication of those deprived of their humanity and also those who have deprived of humanity from others. He asserts that dehumanization is responsible for the distortion of the vocation of humanization. He believes that distortion is a historical occurrence, but not a vocation. The author opposes the idea of admitting dehumanization as a historic vocation, since the idea would lead to cynicism. He further asserts that the struggles for humanization, for liberation of labor, for elimination of discrimination would make no sense. Freire asserts that distortion of humanization may cause the oppressed to retaliate to the oppressors in an effort to recover their humanity. He believes this action by the oppressed changes them into â€Å"oppressors of the oppressors† a situation that makes their effort worthless (Freire 2004, p. 45). The author states that the oppressed has a responsibility of ensuring the liberation of both themselves and the oppressors since the oppressors have no power to unshackle themselves and the individuals they oppress. He believes that the oppressed has sufficient power to transform the oppressors into beings that recognizes humanization. The author considers true generosity as that which employs the fight whose purpose is to distort the vices responsible for the nourishing of sham generosity. He believes that the realization of true generosity and humanity should commence from the oppressed because they understand the importance of a liberated society better than the oppressors (Jackson, 2007). In order to realize liberation, the oppressed must be dedicated to the task, demonstrating love, which is in opposition to the lack of love that exists in the hearts of the oppressors. Freire asserts that the â€Å"fear of freedom† experienced by the oppressed may lead them to adopt the behavior of the oppressor, or subject them to the position of the oppressed. He, therefore, advocates for the examination of the ‘fear of freedom† (Freire 2004, p. 46). The author believes that in order to attain freedom, one must be responsible and steadfast in pursuance of freedom. He believes that people can overcome oppr ession by being conscious of its origin, and developing situations that value humanity. When looking at the teacher and student relationship, Freire criticizes traditional pedagogy because he opposes the aspect of memorization, which he believes turns learners into â€Å"containers† to be filled by the teacher (Freire 2004, p. 72). He asserts that the practice converts education into a practice of deposition in which the teacher is the depositor, and the learner is the receptor. The author terms this concept as â€Å"banking† because it only allows the reception, filling and storage of deposits to â€Å"containers†. According to freire, the â€Å"concept of banking† assumes that learners are devoid of knowledge and, therefore, the teacher or educator should bestow this knowledge to them. The author believes that education should follow a better concept in which the teacher-student relationship transforms into a situation where all become students and teachers at the same time. The author indicates that oppressor’s aim is to change the perception of the oppressed and not the condition that leads to their oppression. He argues that the â€Å"Banking concept† of education perpetuates oppression through the application of patterns and instruments which converts the oppressed into â€Å"welfare recipients† (Freire 2004, p.74). In order to overcome the handcuffs of this concept, the teacher and the learner should employ a partnership approach which promotes critical thinking for both the educator and the learner. Through this approach, students will change into persons able to perform different tasks instead of memorizing words that exist (Holst, 2006). He believes that this practice causes some persons to possess naive consciousness, which despite their, knowledge of possession fails to change it; they perceive the situation as normal. Critical thinking would help students subject themselves to reality and thus fight for their unrestraint . Although Friere advocates for the awareness of reality, he argues that those who succeed in liberating themselves ends up becoming what they were against. Friere advocates for dialogical education, which he perceives as a practice of deliverance. This concept entails a mutual exchange capable of changing situations (Bowers, 2005). The dialogical concept encourages students to criticize various daily situations and find solutions for them. Through problematization of situations, it is possible to create knowledge in the reality that environs the individual (Schugurensky, 2011). It is possible to overcome limiting situations passed on by the oppressors. Freire assertions imply that if; there is a need to perform a study of a generative topic, it is imperative to perform a study of the thoughts of the people in need of liberation. This is for the purpose of avoiding de-contextualization of their work. While liberating persons, the idea is to make the teaching an element of their reality. The author argues that in order to accomplish liberalization of man and defeat oppression, it is important to avoid the use of common ideas (Bowers, 2005). He proposes that one should create own ideas and convey them via praxis and communication. To perform a good study of a generative topic entails the person’s action of visiting the region where the action occurred. This is for the purpose of bringing into the light thinking of the oppressed. Also, the application of thinking to the learning procedure through concentration on group communication among contestants is vital. This is because; through communication or interaction the participants are able to attain consciousness of reality, in addition expressing this reality fully. Freire perceives formal schooling and also the educational system related to it as undesired. This is because he believes that it retards human growth as well as initiative. That is why Freire proposes opposing education methods, one being the practice of liberty, and the other domination. According to freire, education should raise political consciousness. The purpose of Freire’s educational methodology is to subvert the oppressive regimes. The methodology proposed by the author considers development as non material and, therefore, perceives an individual as the chief contributor of nation development. Freire’s notions of education appear rather selective. They do not attempt to articulate the vast richness of their opinions on issues regarding the collective personality of man’s humanity (Pitts 1972, p. 116). Freire’s work does not contain a succinct analysis of gender and a clear description of the role the teacher in the proposed models. The issue of the authority of the educator is partially discussed although he perceives the teacher as an element of oppression. He appears to present a pedagogy of the oppressed, whose main aim is to perform the criticism of colonialism while, on the other hand, viewing the world via the incomplete and meticulous lens of patriarchy. Freire’s work does not acknowledge the issue of gender, class and race of teachers and learners. He also fails to consider their structural locations (Sue, 2007). The author seems to have forgotten that structural inequalities are critical, especially when articulating the idea that transformation is possible via individual thought and action. I believe the author should have reflected on the issue of structural inequality, race and class in order to present a clear description of the possible change via the utopian concept of actions and dreams (Sue, 2007). Freire’s proposition that opposes the â€Å"banking concept† of education is imperative because it presents unique and different teaching and learning approaches. The concept proposed by Freire employs the â€Å"problem posing† tactic useful in different settings (M. Guajardo F. Guajardo 2008). The methodology can be useful to isolated communities for the purpose of initiating both personal and community transformation. This is because when faced with problems, they will respond to the challenges and transform themselves, based on the conception that through the individual though it is possible to realize change (M. Guajardo F. Guajardo 2008). The pedagogy of oppression presents the reader with facts that can become useful in shaping researchers into creators of knowledge. Freire’s work has become an inspiration to learners as well as teachers who have been able to realize the in justices perpetuated by the â€Å"banking approach† of formal educ ation. In addition, different settings including sociological, institutional and economical have benefited from Freire’s notion of education (M. Guajardo F. Guajardo 2008). Conclusion Freire’s view of traditional pedagogy as oppressive and the proposition of the learning concept based on â€Å"problem posing† are useful in transforming communities. His work, however, fails to discuss the significance of a teacher in his proposed concept. In addition, the author’s work does not include the aspect gender, race and class and, therefore, open to criticism. The author discusses the issue of humanization and dehumanization; he asserts that oppressors thwart humanization through the injustice, violence and exploitation that they perpetuate. Freire’s pedagogy is worth recognizing because of its ability transform individuals into thinkers able to fight for their liberation. Bibliography Guajardo, M., Guajardo, F. (2008). Transformative education: Chronicling a pedagogy for social change. Anthropology and Education Quarterly, 39(1), 3-22. Retrieved from http://search.proquest.com/docview/218105661?accountid=35812 Jackson, S. (2007). Freire re-viewed. Educational Theory, 57(2), 199-213. Retrieved from http://search.proquest.com/docview/214138316?accountid=35812 Holst, J. D. (2006). Paulo freire in chile, 1964-1969: Pedagogy of the oppressed in its sociopolitical economic context. Harvard Educational Review, 76(2), 243-270,285-286. Retrieved from http://search.proquest.com/docview/212261176?accountid=35812 Pitts, J.P. (Sep., 1972). Pedagogy of the Oppresse by Paulo Freire; Deschooling Society. by Ivan Illich, Journal of Black Studies, 3 (1), 111-116 Freire, P. (2004). Pedagogy of the oppressed. New York, Continuum. Bowers, R. (2005). Freire (with bakhtin) and the dialogic classroom seminar. Alberta Journal of Educational Research, 51(4), 368-378. Retrieved from http://search.proquest.com/docview/228636846?accountid=35812 Schugurensky, D. (2011). Paulo Freire. London: Continuum International Pub. Group. How to cite A Critical review of Pedagogy of the Oppressed by Paulo Freire, Essay examples

Psychoactive Drugs Essays - Drug Culture, Drug Control Law

Psychoactive Drugs There is one person I know that has been addicted to psychoactive drugs. He was addicted to LSD and Cocaine. He spent about a year and a half snorting cocaine and taking hits of LSD. For one whole year he didn't go one day without snorting cocaine. It would depend on the mood he was in to decide which drug he would consume that day, or if he wanted to take both of them all at once. He was never himself when he took either of the drugs. It was like he was in his own little world. When he consumed a large amount of LSD in one day, he would be the happiest person in the world until he started to come down from the drug. When he started to come down from the drug, he didn't really want to bother with anyone around him. He would be very moody and aggravated with his surroundings at the moment. On the days he would consume a large amount of cocaine, depending on how much he would take, he would be sweating, his heartbeat would be so fast, he'd have to lay down for a while, so he could let his heartbeat slow down. A lot of the time, when he would take LSD for the day, he always thought that his friends had something against him, like they were mad at him. He would accuse them of doing things they hadn't done. He would get very untrustworthy of me and his friends when we were around him. He would also be very paranoid if he drove a car while on either drug. He'd always think that there was a police car following him, or if it was late at night and really dark out, any car that would be behind him, he would think it to be a police car. Once he actually thought or hallucinated that the cars sirens were on, so he pulled to the side of the road and let the car pass him. After that happened, anyone who would be driving behind him, he would pull over and let them pass him. Sometimes when he would consume a large amount of cocaine within one hour, he would be totally off the walls like he was acting like he was a 3 year old. His behavior was different each time he took either of the drugs. Sometimes he would be so mean when he took LSD, that he would purposely pick a fight with whoever was with him at the time. He would often say that he was going to quit very soon, but that never really happened with the snap of his fingers. It took him another 6 months for him to totally stop taking the drugs. There was one incident one night he took a combination of the two, and took a little too much of the drugs. And what didn't help his situation at all is that he smoked a lot a marijuana on the side. One night he took 7 hits of LSD, and quite a bit of cocaine, all at once. By the end of the night we found him in his bedroom, totally nude, nothing on him what-so-ever, with sweat dripping from his body. He had a body temperature of about 106. His heart rate was a least 65 beats per minute. He was on the verge of dying of a heart attack at the age of 19. If he were to taken any more of the drugs he took that night, he'd probably be dead. After that incident, I think he realized what could've happened to him that night, and what thankfully didn't happen to him. I think that's why he quit while he could.