Compare and contrast the two artworks Essay Example | Topics and Well Written Essays - 750 words

Compare and contrast the two artworks - Essay Example In both sculptures, artists have utilized the concept of contrast intended to give varied objects comprising main artworks real implications2,3. This is to ensure each artwork despite appearing different from the other; they have brought the required meaning. For instance, the most striking and common contrast evident in these two artworks is the aspect of color-light interaction. Light in these two artworks strikes them from a source placed up diagonally in relation to the objects’ position. Hence, illuminating varied and key areas of the artworks the way a real sun would suppose it was during daytime and in the open space far from the buildings or any other shelter. However, lightning in both artworks varies considerably whereby Cubi XIX’s illumination intensity is more than that of Henry Moore's figure. This is despite the source of illumination casting shadows beneath the two works. Probably, the reason why Cubi XIX’s illumination exceeds that of Henry Moore' s figure is due to its placement, which is outside as per the artist’s desire for the object to reflect any change of the natural light4. Similarly, the two objects have also utilized negative space with the intention of creating three-dimensional works5. Hence, this induces the aspect of depth evident when observing spaces and holes found in between varied objects overlapping each other without being in contact. However, in the Henry Moore's figure, its holes appear natural compared to those found in David Smith's artwork. Since, the latter due to its geometrical shapes suggest the holes comprising negative spaces are artificial, which is contrary to Henry Moore's figure6. Since, Henry Moore's artwork comprises of oval and irregular holes inside it, which is contrary to David Smith's object whose varied objects are geometric and seem to assume a certain array with the intention of attaining the required balance. Artists’ through these two artworks despite relaying div erse massages, their respective emphasizes varies considerably. This is evident in the mode of utilizing light whereby David Smith's object has increased illumination compared to that of Henry Moore. The latter artist’s emphasis encompasses depicting the entire object evident from its mild illumination, which is similar to a light produced by an artificial source, and striking an item under a shade or in a building. This is contrary to Cubi XIX, which focuses on depicting varied natural light’s alterations, which is the sun. Hence, prompting the artist to use beaten steel as the object’s sole material so that it may reflect the light as necessitated. This is evident from the varied parts of the entire objects that have high illumination intensity compared to both its rear parts and those of Henry Moore figure. Another outstanding divergence between the two objects encompasses the aspect of texture whereby Henry Moore’s artwork has an extremely smooth surf ace than that of David Smith's artwork7. Mainly, this emanates from the materials constituting the two respective works. David Smith's figure is not evenly smooth except in spaces or distortions made on the steel by the sculptor’s tool when shaping it to assume the required shape. However, Henry Moore in his work seems to have used a special tool in combination with hands to attain an appealing surface to feel. Since, the material comprising its artwork seems to be clay or any other similar matter

Effect of Globalisation on Inflation

Effect of Globalisation on Inflation Contents list (jump to) Introduction Body Content Globalization Discourage Inflation? How does Globalisation discourage inflation in OECD countries? Globalization Encourage inflation? How Does Globalization Affect China Inflation? Conclusion Appendix (1) Appendix (2) Bibliography Introduction In this advancement era, communicating and sharing of cultures between countries has become much easier. Not only that, good and services can be consumed by country that are not being produced within the country. For example, in countries that have two good or services only, country will be producing good that they are good at producing in term of comparative advantages or even through theory of abundant factor of production. This mean, country will export the good that they are good at producing and importing good that they are poor at producing. Globalization makes import and export between countries possible. What is globalization? According to BBC, globalization is process by which the world is becoming more interconnected as compared to before. This is because; globalization is the mean of the worldwide movement toward integration in term of economic, financial, trade and also communication. The history of Globalization has begun century ago, however, different economics, have different opinion on when globalization actually begin. Some economics that agree with Adam smith, believe that globalization happen on two most important events that is being recorded in the history. The two major event that are related to globalization is significantly dated in 1492 in event of Christopher Colombus stumbles on the Americas in search of spices and 1498 in event of Vasco da Gama makes an end run around Africa and snatched monopoly rents away from the Arab and Venetian spice trader (Kevin H.ORourke, 2000). Some economics like Andre Gunder Franks believe that globalization begins only from 1500 onward and economics such as Jerry Bentley argues that globalization begin even before 1500. A test was being carried out to test the globalization impact on economic. The test looks at the connection between factor price, commodity price and endowment worldwide. However, in the year 1492 and 1498, there is no evidence showing that globalization occurs in the two year. Only in the 19th century, there is abundant of evidence support that in this century, a big globalization bang has occurred. (Kevin H.ORourke, Abstract, 2000). The reason for globalization to occur in a large scale is because the advancement of transportation, technology and reduction of tariff. With the advancement of transport such as containerisation have make transportation of good from one nation to another nation much more efficient and also cheaper. Containerisation is the use of common size of container to transport good from one nation to another nation. In addition, advancement of technology such as internet has contributed highly to sharing of information and also enables people to communicate around the world. Tariff is used to increase the price of the imported good. With the support of World Trade Organization (WTO), who aims is to encourage country to trade in a free trade barrier environment. With the reduction of tariff, people will be able to consume more of foreign produced goods and services. Other than that, mobility of capital and labour also contributed largely to the globalization era that we are facing in today worl d. Many countries have tried many ways to control their inflation. This is because, if inflation is too high, the cost of living of a nation will be high, and eventually affecting it standard of living to fall. Inflation refers to the rate at which price level of general good and services is rising. With the raise of price level of good and services in a country, purchasing power of consumer in the nation itself will fall. Inflation rate is being measured by percentage change in Consumer Price Index (CPI) . Consumer price index is the weighted average of good and services that are being purchased by a typical household. Some cause of inflation is the market power, demand pull .asset market boom and shock supply (T.Harvey, 2011). One of the examples is that during an economic expansion, household will have surplus of money. With this abundant of money, household will increase their demand of good and services. Thus, in response toward the increase in demand for goods and services, firm w ill have to increase the price of good and services to reduce the demand. This increase in price level in response of high demand is an example of inflation The main question now is does globalization affect inflation? Many economics hold different perspective about globalization and inflation. There are also various opinions in regard of inflation and globalization. Some economists say that globalization will encourage inflation to rise, while other economics have contrary view about inflation and globalization. Therefore, we are going to examine whether or not globalization has an impact of the nation inflation. Body Content Globalization Discourage Inflation? Economist Richard Fisher and W.Michael Cox of Dallas Federal Reserve have discovered that â€Å"the more globalized a country is, they tend to pursue policy that achieve faster economic growth, lower inflation, higher income and greater economic freedom† (COX, 2006). Meanwhile countries that are less globalized tend to pursue policies that interfere with the market and will eventually lead the country into stagnation, inflation and diminished competitiveness. Country that are more globalized are able to experience faster economic growth because, they focus mainly on producing good that they are able to produce with a lower cost of production. This mean that all globalized country will be producing more of good that they are producing at a lower cost and produce less of good that they are producing at a higher cost. By doing so, country will experience a surplus of good that they are producing more and shortage of good that they are producing less. Therefore, country will impor t good that they experiencing shortage and exporting good that they are experience a surplus. This specialisation will enable firm to experience a lower average cost or production and consumer to experience a lower price. As the price of good decreases, it means that the inflation rate have decreases. â€Å"The consequent significant additions to world production and trade have clearly put downward pressure on the domestic price† (Greenspan, 2004). How does Globalisation discourage inflation in OECD countries? A research has been conducted on the OECD countries regarding the impact that globalization has on inflation. The research included a sample of 22 OECD countries that consist of Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Japan, Luxembourg, Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, UK, and the USA. The research uses KOF-index as a measurement of globalization which cover the economics and social and political dimension of globalization as proxies for globalization and simple average inflation as a measurement of inflation (Pehnelt, 2007). The result has shown that (Appendix 1) that as the KOF index increases, the inflation rate has decreases. There are several reasons that have contributed to this negative relationship between inflation and globalization which are the import price effect, global competition effect, labour market effect and so on. The import price effect is one of the factors that has contributed to the result that KOF index and Inflation are negatively related. With globalization, comparative advantage and also economics of scale can be achieved. This is because, integration of low income into the world economy and also the enhancement of division of labour. There is two function of import price in a globalized economy is that it have direct influence over inflation and also can be used to determine the domestic price of good and services. In the particular sector, the downward pressure of import price can influence the domestic inflation by lowering them down. As the import price fall, it will also have a direct impact on the fall in the consumer price which is proportion to the share of import in the actual consumption basket. Since imported good are being used as a substituted for domestic product. Therefore, when imported price decreases, it will eventually cause the overall inflation rate in the country to fall as well. Another reason that affects the KOF index to have a negative effect with inflation is because of the global competition effect. In general global competition refer to the good and services that are being provided by competing companies to serve international customers. With a higher import penetration, OECD countries have experience enhanced competition in their country. When a country has experience an enhanced competition that result from higher import penetration, it will limit the monopoly power of its domestic producer. This causes, domestic producer to be unable to increase the price of good even if the domestic demand increases or even cost of production increases. It means that as country experiencing an economic integration, respective country will be experiencing a higher price elasticity of demand. This causes domestic firm to reduce their mark-up price. Since it is an elastic demand curve, by reducing the mark-up price will induce more customers to purchase the good. This is because, in an elastic demand curve, a percent decrease in price will induce more than a percent increase in the quantity demand in the economic. However, the size of reduction in mark-up price is depending on the intensity of the foreign competition. The more open an economy is , the higher the competitive pressure it put on the domestic producer. Other than that, labour market effect also plays a role in the negative relationship between globalization and also inflation. With the integration of huge developing and newly industrialized countries into the global economy, it has put a downward pressure on the wage rate in OECD countries in certain sector. This is because as more country enters the global world, the supply of labour in the labour market will increase and it wills eventually causes the economy to experience a decrease in the wage rate of worker. With a lower cost of production, it will cause the production of good to be produced at a cheaper cost. Thus, as the cost of production decrease, it mean that price of imported product will decrease. Therefore, it shows that as a country becomes more globalized, the country will experience a fall in product price in certain sector. Globalization Encourage inflation? According to the Globalization Hypothesis (GH), it stated that the internationalization of the good and financial market has led to the increase of the dependence of the national macroeconomics outcome which is inflation rates and business cycle on the international factor (Francesco Bianchi, 2013). Not only that, Economics Ben Bernanke said that When the offsetting effects of globalization on the prices ofmanufactured imports and on energy and commodity prices are considered together, there seems to be little basis for concluding that globalization overall has significantly reduced inflation, said Bernanke. Indeed, the opposite may be true. (Chen, 2007) How Does Globalization Affect China Inflation? In the year 2006, China has experience an increase of 30% in the price level or energy metal and agricultural product. The reason for the raise in the commodity price of good in China is because of the raise in the demand for commodity in the growing of world economy. Not only that, As time goes on , Chinese are becoming more richer and the middle class citizen are growing . This show that the demand for food and food related product will increase. However, the supply of food has fall due to the development of housing and commercial on the arable land. Arable land is land that is suitable for the growing of crops. Thus with arable land being used as a housing area , the supply of food for China has decreases. With globalization, the change in the use of land and also increasing demand could result in a higher structural increase in the food price. Not only that the stagnant of the supply of commodities create an even greater world demand for product and may result in a even higher pr ice increase. As show in the in appendix 2, it indicates that as years pass, the entire commodities price in the world has increases dramatically. Conclusion In conclusion, Globalization may have some impact on inflation. However, there is still having on-going debate that globalization will cause inflation to rise. While other economics supports that globalization may discourage inflation rate to rise. As shown, OECD countries experience a decrease in the inflation rate when they are having a high openness to trade. However country like China have experience an increase in the price of commodity such as oil price and food price when there is globalization. Appendix (1) Appendix (2) Bibliography Braeuninger, D. (2008, Feburary 6). Has Globalization Deepend Inequality. Retrieved April 20, 2014, from Yaleglobal Online: http://yaleglobal.yale.edu/content/has-globalization-deepened-inequality Chen, C. T. (2007, 03 3). Bernanke Says Globalization May Push Inflation Higher. Retrieved 04 20, 2014, from Bloomberg: http://www.bloomberg.com/apps/news?pid=newsarchivesid=ax2XxQsuANu8 COX, R. W. (2006, april 10). Globalizing Good Government. Retrieved april 20, 2014, from The New Yourk Times: http://www.nytimes.com/2006/04/10/opinion/10cox.html?_r=0 Francesco Bianchi, A. C. (2013). Introdcution. Globalization and Inflation: Structural Evidence from a Time, 1. Greenspan, C. A. (2004, May 6). Globalization and innovations. Retrieved April 20, 2014, from Federal Reserve Board: http://www.federalreserve.gov/boarddocs/speeches/2004/200405062/ Kevin H.ORourke, J. G. (2000). Abstract. When did globalization begin ?, ii. Kevin H.ORourke, J. G. (2000). Globalization and World History. When did globalization begin ?, 1-2. Pehnelt, G. (2007). THE EFFECTS OF GLOBALISATION ON INFLATION. Globalisation and Inflation in OECD Countries, 4. T.Harvey, J. (2011, May 30). What Atcually Causes Inflation. Retrieved April 20, 2014, from Forbes: http://www.forbes.com/sites/johntharvey/2011/05/30/what-actually-causes-inflation/2/

The Last Of The Mohicans Essay -- essays research papers

In The Last of the Mohicans by James Fenimore Cooper, historical romance is apparent through settings, characters and plots. Cooper is considered by many critics to be the father of the American historical romance. Fred Lewis Patee said, 'Not only was Cooper the pioneer (of the historical romance) in America, and thus worthy of the highest praise, but in many respects his romances have never been surpassed.'; (212) Cooper celebrated the creative spirit of the individual and had a deep appreciation for nature. He was a romantic who enjoyed the mysteriousness and exoticness of the frontier. He favored the use of emotions over reason. Through his romantic writings, Cooper is able to captivate the reader and led them on journey through his imaginary world.   Ã‚  Ã‚  Ã‚  Ã‚  The setting in The Last of the Mohicans exhibits Cooper's historical romantic writing. The novel takes place in the American frontier. It is a place of '…wild and virgin nature.'; (Roundtree 52) The immense beauty and threat of danger from its' terrain creates an exotic impression on the reader. The mystique of the frontier entices the reader and allows their imagination to soar. Fred Lewis Pattee expresses his feelings on the use of the setting in 'The Historical Romance: Cooper's The Last of the Mohicans,'; when he says: At every step throughout the romance the reader finds himself in dim, mysterious forests that stretch on every side into the unknown. All of the nameless thrills of a wild life under the open sky sweeps over him. In some mysterious way Cooper makes us feel his environments, and catch to the full all that they hold of mystery and romance. It is a new world that he takes us into, with a language all its own. We are permitted to learn the alphabet of this language… We are taught to catch the sounds of wild life in the woods; and we tremble to feel that perhaps all about us are malignant beings from whom it is impossible to hide… His descriptions are in reality lyric poems. (213) Cooper's descriptions of the natural scenery is picturesque and striking. (Parkmam 194) Cooper describes the frontier so vividly that the reader feels transported into the novel. Through his descriptive writings of nature, Cooper shows his deepened appreciation of nature. His descriptions create '…an atmosphere that is vast and satisfying.'; (Pattee... ...ories of heroism and fighting. Critic Fred Lewis Pattee calls the novel a 'book of rescues in the nick of time.'; (212) This nick of time rescue can be seen when Hawkeye, Chingachgook, and Uncas save Alice and Cora on the summit of a mountain. (212) As one of the Huron Indians raises his knife to kill Heyward, Hawkeye fires his rifle to save the girls. This last minute rescue is not logical to the reader. However, the reason is not questioned because the reader is engrossed in the emotions from the chase scene. Cooper portrays his characters to do impossible feats. His plots favor emotions over reason. James Fenimore Cooper captivates the reader by his use of a romantic plot. James Fenimore Cooper is considered by many to be the father of the American literary movement. His writings put American literature on the level of the distinguished European literature. His romanticism was seen through plots, settings, and characters. Through these techniques, Cooper was able to express his romanticism in a new American way that still fascinates critics all over the world today. James Fenimore Cooper is one of the greatest American literary figures the world has ever seen. Word Count (1033) The Last Of The Mohicans Essay -- essays research papers In The Last of the Mohicans by James Fenimore Cooper, historical romance is apparent through settings, characters and plots. Cooper is considered by many critics to be the father of the American historical romance. Fred Lewis Patee said, 'Not only was Cooper the pioneer (of the historical romance) in America, and thus worthy of the highest praise, but in many respects his romances have never been surpassed.'; (212) Cooper celebrated the creative spirit of the individual and had a deep appreciation for nature. He was a romantic who enjoyed the mysteriousness and exoticness of the frontier. He favored the use of emotions over reason. Through his romantic writings, Cooper is able to captivate the reader and led them on journey through his imaginary world.   Ã‚  Ã‚  Ã‚  Ã‚  The setting in The Last of the Mohicans exhibits Cooper's historical romantic writing. The novel takes place in the American frontier. It is a place of '…wild and virgin nature.'; (Roundtree 52) The immense beauty and threat of danger from its' terrain creates an exotic impression on the reader. The mystique of the frontier entices the reader and allows their imagination to soar. Fred Lewis Pattee expresses his feelings on the use of the setting in 'The Historical Romance: Cooper's The Last of the Mohicans,'; when he says: At every step throughout the romance the reader finds himself in dim, mysterious forests that stretch on every side into the unknown. All of the nameless thrills of a wild life under the open sky sweeps over him. In some mysterious way Cooper makes us feel his environments, and catch to the full all that they hold of mystery and romance. It is a new world that he takes us into, with a language all its own. We are permitted to learn the alphabet of this language… We are taught to catch the sounds of wild life in the woods; and we tremble to feel that perhaps all about us are malignant beings from whom it is impossible to hide… His descriptions are in reality lyric poems. (213) Cooper's descriptions of the natural scenery is picturesque and striking. (Parkmam 194) Cooper describes the frontier so vividly that the reader feels transported into the novel. Through his descriptive writings of nature, Cooper shows his deepened appreciation of nature. His descriptions create '…an atmosphere that is vast and satisfying.'; (Pattee... ...ories of heroism and fighting. Critic Fred Lewis Pattee calls the novel a 'book of rescues in the nick of time.'; (212) This nick of time rescue can be seen when Hawkeye, Chingachgook, and Uncas save Alice and Cora on the summit of a mountain. (212) As one of the Huron Indians raises his knife to kill Heyward, Hawkeye fires his rifle to save the girls. This last minute rescue is not logical to the reader. However, the reason is not questioned because the reader is engrossed in the emotions from the chase scene. Cooper portrays his characters to do impossible feats. His plots favor emotions over reason. James Fenimore Cooper captivates the reader by his use of a romantic plot. James Fenimore Cooper is considered by many to be the father of the American literary movement. His writings put American literature on the level of the distinguished European literature. His romanticism was seen through plots, settings, and characters. Through these techniques, Cooper was able to express his romanticism in a new American way that still fascinates critics all over the world today. James Fenimore Cooper is one of the greatest American literary figures the world has ever seen. Word Count (1033)

Transitional Leadership

Transition Leadership: Managing Change In Your Organization in today’s deregulating and increasingly competitive business environment, organizational change is becoming inevitable. Today’s successful organizations are experiencing transitions in the areas of technology, process re engineering, mergers, and organizational restructuring in order to remain competitive. However, although these areas impact employees at all levels of the company, senior management often overlooks this fact.Therefore, it is imperative that company management understands the impact of organizational change on employees and manages these effects accordingly. By doing so, organizational leaders minimize the negative impact change has on productivity and performance. This paper will focus on the activity of successfully leading employees through significant changes brought about by new technologies and process changes and will focus on three areas of transition leadership. First, the discussion c onveys the impact that change has on an organization’s employees.Second, an overview and discussion of transition leadership and its role in managing organizational change is given. Finally, ways to effectively manage employees through these reactions to change is presented. By understanding the elements of organizational change and its impact on employees as well as the appropriate ways of managing people through these revolutions, organizational leaders will be better prepared to address the challenges that are inherent in major business transitions. The Impact of Change on People Frequently, information technology professionals overlook the impacts of technology changes on people.Almost any change to technology will have an impact on business processes, which will directly impact the day-to-day jobs of individual employees. As a result, changes to technology require attention to the impacts that they have on both process and people. The practice of Organizational Change Ma nagement (OCM) focuses on ensuring that the people side of change is addressed appropriately. OCM is the process of aligning the organization’s people and culture with changes in business strategy, organizational structure, technology, and business processes.OCM is important because, at the most rudimentary level, all change involves some degree of loss whether it is loss of stability, loss of expertise, loss of relationships, or loss of understanding. People often try to avoid the experience of loss by resisting change. Resistance can come in different forms and be expressed with different emotions such as anger, frustration, fear, etc. Due to the tendency for change to elicit an emotional response, any large-scale change initiative will likely remove the employees’ focus from the business to transition-related issues.This shift in focus will likely disrupt the productivity of the business. Many technology implementation/business process redesign efforts fail because they overlook the impacts that change will have on the people in the organization. An organization that ignores the importance of OCM could experience the following risks: increased resistance to new technology, decreased quality and customer service, high turnover and absenteeism, difficulty recruiting and retaining high performers, and damaged internal and external brand equity.On the other hand, an organization that implements a technology/business process transformation with integrated OCM will experience the following benefits: realization of the business transformation objectives, higher return on technology investments, retention of high performers, maintained and improved productivity, improved employee satisfaction and morale, and increased discretionary effort. Transition Leadership Given the impact that change has on employees, it is clear that managers must learn to proactively manage employees through the many changes that are inherent in most organizations.In geospatia l environments, managers and other key stakeholders often focus on technological and process changes that will make their businesses competitive in the 21st century. These issues are important, but the changes ultimately will not be implemented successfully without the cooperation of employees. Only through effective transition leadership are employees able to effectively cope with and accept the changes they are presented with. Ten Characteristics of Effective Transition Leaders The role of transition leader is an often overlooked but important aspect of management.There are several characteristics that make up a good transition leader. Here we identify the main characteristics that are needed in a successful transition leader. In general, there are 10 characteristics of effective transition leaders: †¢ Gains support from and confidence of others. Change is not accepted and work cannot be done without the buy-in of key stakeholders. For this reason, it is imperative that trans ition leaders gain the support and confidence of other key employees in the organization. †¢ Listens and collaborates effectively.No matter how good a manager is, people will not follow without a sense of ownership in the organization. One of the key ways to secure this ownership and trust in employees is through listening and collaboration. †¢ Takes accountability. As with any effective manager, successful transition leaders take accountability for their own work as well as that of the entire organization that he or she manages. †¢ Provides constructive feedback to others. Transition leaders also provide constructive feedback to employees and colleagues. This type of feedback enables employees to be more effective in adapting to and accepting change. Builds relationships with customers, peers, and project team members. Effective transition leaders are also successful in building relationships with customers, peers, and project members. This alliance building enables leaders to effectively delegate and gain the buy-in from key resources, which further enables change within the organization. †¢ Inspires and motivates. In order to manage change effectively in the organization, transition leaders need to have inspired employees and stakeholders. †¢ Communicates openly, early, and often.Since change is such a complex and fearsome idea for most people, it is important for transition leaders to open the flow of communication. This holds true on a day-to-day basis as well (and especially) during times of change. †¢ Provides clear direction. In order for the organization to get to where it needs to be, employees and stakeholders have to understand where they are and where the organization is going. With this in mind, transition leaders need to clearly communicate the organization’s vision and goals to stakeholders and clarify individual roles and responsibilities within that context. †¢ Models the way for the team.Successful t ransition leaders do more than just delegate work and build relationships. They also lead by example in order to build credibility and trust. †¢ Creates opportunities for small wins. The change involved in large scale and complex IT implementations often appears insurmountable to employees. Therefore, it is important to frequently reward and recognize team members to help boost morale and to keep change initiatives from failing due to a burned-out staff. These 10 characteristics of a good transition leader ensure that change is implemented successfully and that major obstacles and resistances to change are minimized.The Roles of Transition Leaders In addition to these characteristics, transition leaders must play a number of roles in order for organizational changes to be successful. Since transition leaders are responsible for directly influencing the outcome of IT and process change implementations, successful change requires that transition leaders assume different roles. In general, transition leaders have four primary roles: catalyst, system and process helper, solution giver/gatherer, and resource linker. The first and arguably the most difficult role that a transition leader faces is that of Catalyst.While many organizations are content with the status quo, it is the transition leader’s responsibility to create and communicate the need for change within the business. This involves instilling a sense of urgency and purpose for the change and overcoming organizational inertia. In addition, this role entails acknowledging areas of resistance and addressing them appropriately. Change will not happen successfully if key stakeholders do not realize and understand the need for change, and it is the responsibility of transition leaders to make this need evident.The second role of a transition leader is that of a System and Process Helper. Once the need for change has been recognized by the organization and change initiatives are created, it is the t ransition leader’s responsibility to ensure that the organization is assimilated into the process and IT changes that ensue. This involves understanding the process and IT changes, the impact these changes have on jobs and policies, and effectively communicating these changes to the individuals impacted. The tasks performed by the System and Process Helper helps permeate the required change throughout the organization.The third role that a transition leader plays is that of Solution Giver and Gatherer. This role is needed to identify and resolve issues that may hinder the success of the implemented change. In particular, the Solution Giver and Gatherer will promote the use of an issues resolution mechanism, provide solutions that benefit the entire organization, and assist in the development and implementation of solutions. In addition, an important element is the need for leaders to listen to suggestions and provide feedback and recognition when appropriate.As discussed abov e, effective transition leaders communicate, provide feedback, and celebrate small wins, which is important to inspiring and motivating project teams. The final role of a successful transition leader is that of Resource Linker. This role involves the more traditional management like delegating tasks, and most experienced managers are capable in this arena. In short, the Resource Linker brings people and resources together, recognizes resource constraints, leverages skills and resources across site locations, and acts as a communications link between resources.This role is important, but it is the three roles described above that most managers overlook when implementing change initiatives. How To Manage People Through Change When incorporating change in an organization, it is useful for transition leaders to understand how change impacts people and how to minimize the negative reactions to change. All successful change initiatives follow a similar pattern or sequence. The first step consists of â€Å"unfreezing† the current way of doing things. This is the phase in the project where the burning platform for change is realized and the vision for a new way of operating is created.The second phase of change begins when it is time to begin energizing the workforce by involving more and more people in the change process so as to begin building ownership over the final outcome. This is also the point where it is critical to identify and secure early project wins. Ensuring that the right resources are provided for achieving early milestones will ensure that the project is perceived as a success. The third phase of the change process consists of building the infrastructure (i. e. , job and organization designs) required to make the change successful.For example, if the technology changes are intended to automate processes that were previously done manually, changes to job designs will be required. The final phase consists of a series of activities aimed at measu ring results and identifying lingering gaps and issues that need to be addressed in order to achieve the project’s intended benefits. While the above phases outline the sequence that change initiatives normally follow, there are three corresponding phases that describe the psychological experiences that people have when affected by change. These come from William Bridges’ book Managing Transitions (1991).The first phase is called â€Å"Letting Go. † This is the time when employees will begin to understand that things are changing, and that in the near future they will be challenged with letting go of the old way of doing things. This may include letting go of old ways of working, relationships, feelings of competence, etc. The second psychological phase, the â€Å"Neutral Zone† is the difficult period when the work is done to implement change and the transition from the old way to the new way begins. Trying to handle implementation and balance the transit ions may make this period the most difficult period of change to manage.The last psychological phase is what Bridges refers to as the â€Å"New Beginning. † This occurs when changes have been fully implemented and expectations for people to change the way they work are realized. Each of the phases described above consist of many people-related challenges, and there are many specific strategies for helping to manage people through these phases. Some of the important critical success factors for managing change are the following: †¢ Identify potential barriers or risk factors that will inhibit success, and create action plans to address them appropriately. Use written and face-to-face communication to help people understand the what, why, and how of change. †¢ Identify opportunities to involve large numbers of employees in the change process; research shows that there is a correlation between involvement and commitment. †¢ Seek to understand and manage individual and team level resistance.†¢ Listen to your employees, acknowledge their losses, show empathy, strive to reduce their stress levels. †¢ Recognize and reward behaviors that support achievement of intended goals. †¢ Systematically analyze the impacts change will have on corporate policies, individual jobs, and organizational structure. Ensure that employees receive sufficient training and the other on-the-job resources necessary to raise people’s level of confidence. By addressing and incorporating these success factors into their management toolkits, effective transition leaders greatly increase the likelihood that their change initiatives will be successful. Conclusion Transition leadership, while often viewed as a â€Å"soft† or â€Å"touchy feely† issue not appropriate to geospatial managers, is clearly a relevant and critical issue to managing the changes that are inherent in organizations today.Even the most robust GIS package with the highes t benefits potential is meaningless if employees and key stakeholders do not effectively accept and adapt the changes to their everyday lives. By embracing the understanding of the impact that change has on employees, the role of transition leaders, and how to manage employees through change, managers will ensure that the changes stick and the anticipated benefits are realized.

Justive vs. Injustice in Mad Shadows Essay

1.1 â€Å"Her mother Louise, who was rich and owned many farms, gave her daughter all the most menial chores in order to devote her life and her remaining youth to Patrice† (Blais 16) Shuns daughter because of her ugly appearance 1.2 â€Å"Exasperated, she swallowed her fury, her heart crying out for justice. But rebellion gave her strength and her hands grew sharp as knives.† (Blais 19) Used to injustice, sharp hands – cut bread – religious imagery. 1.2 â€Å"Crushed and humiliated for so long, Isabelle-Marie experienced pleasure as a kind of delirium, an emotion which consumed both flesh and blood: love of the earth, love in the face of ingratitude.† (Blais 19) Lack of justice Returns to reality from the day Denied of self-realization or any sense of true rebirth 1.2 † ‘I have decided to take a trip. I would like to discuss the latest farm equipment with some friends. You see, with fewer workers and more†¦Ã¢â‚¬â„¢ Isabelle-Marie listened, frigid and unresponsive.† (Blais 22) I-M getting kicked out of the place she belongs, the farms, by the equipment bought by Louise 1.3 â€Å"At other times, in delirium, he would go out and run around the garden like a madman. He held out his arms and raced towards the lake, where he plunged his feverish face and his whole famished body into the water.† (Blais 25) Water: forgiveness, comfort – narcissism Lives off the land 1.5 â€Å"He felt a strange contempt, half-masculine, half-childish, and his dilated nostrils made his mask of pride into a mask of rebellion.† (Blais 37) Hate for Lanz, wants to rebel, injustice against him 2.1 â€Å"Louise’s hand clutched the frail shoulder. Her nails pierced the skin. All her contempt for her daughter spurted like pus from her fingernails.† (Blais 59) Louise hurts her daughter to know what happened to Patrice 2.8 â€Å"Before her stood Patrice, always Patrice, the one who was admired, understood, the Idiot! The uglier she felt, the more crushed and humiliated, the more she thought about destroying her brother’s unjust beauty.† (Blais 84) Jealous of Patrice’s beauty and how that helps him in his life Foreshadows revenge 4.2 â€Å"Frightened by this new tone of voice, the child kneeled in front of Louise.† (Blais 104) Not her fault, yet is chastised for it 4.2 â€Å"Mother, ever since I was a child you adored Patrice because he was beautiful and hated me, the ugly one. †¦ Did you think I had no feelings just because I was ugly?†

IT and Web Term Paper Writing Tips to Make Your Paper Shine

IT and Web Term Paper Writing Tips to Make Your Paper Shine Information technology is a broad subject area with interrelated topics focusing on data management and analytics, digital and embedded systems, cyber and network security, management information systems, networking, information, and communications technologies, etc. Let’s say this semester’s units in information technology focus on management information systems. Your professor is likely to assign you term paper assignments that require you to analyze information technology from a specific angle or examine the dynamics of information systems management. Therefore, your IT paper should focus on choosing the right theme for the term paper to ensure you come up with an excellent term paper. The term paper assignment aims at assessing your ability to grasp the content taught, your level of IT concepts understanding, your ability to synthesize theories in computer informatics and related technologies, and your level of using concepts for applicability purposes. IT term papers focus on different aspects, which means you have a great scope of content from which you can select a term paper topic. Term papers involve a wide range of mechanics and dynamics that should be met in every piece. This IT term paper writing guide provides you with significant insights and tips on the way to select topics for your IT term paper, basic pre-writing tips, the way to create thesis statements, and the recommended overall term paper structure. Follow the recommendations to meet your tutor’s expectations and attain a high grade. Prewriting Strategies for Your IT Term Paper The three essential prewriting strategies include freewriting, clustering, and outlining. Freewriting. The hardest part of the writing process is starting your assignment. You have little information or no idea about what should be written in your term paper even when you have the topic at hand. Freewriting is an important tool for minimizing thought congestion and developing coherent ideas that can be translated into well-organized text. The process involves writing without concern for correctness or quality. Its main aim is to help you transfer ideas from your head onto paper in a creative way without minding about technical writing processes. A single rule that should guide you in the process is â€Å"Don’t stop!† In this case, keep your thoughts running and transfer them onto paper for synthesis. Clustering. Clustering is also known as mind-mapping, bubbling, and webbing. Clustering is an easy and graphic way to capture your ideas on paper while illustrating how each idea is related to the others and the term paper topic. You can begin clustering by placing your chosen or prospective topic at the center of a page and drawing a circle around it. Then, as related words, phrases, and ideas come to your mind, write them, circle them, and connect them to the circles that enclose related ideas. Clustering helps to deviate your mind from the usual thinking in straight lines. It enables you to understand how different ideas are interconnected and enables you to create the themes that can be explored from various perspectives. Outlining. Outlining involves coherently organizing thoughts. For a good term paper, you need to diligently outline your paper ideas even before you write your first draft. Basic outlining is known as a skill every student should have. An outline will help you to categorize the main points, to put the paragraphs in a logical order, and to make sure that each paragraph/idea can be fully developed. An outline helps prevent you from encountering obstacles that may hinder the actual writing process. No prewriting strategy can be more helpful than outlining. Approaches such as freewriting and clustering can help you loosen the clogged ideas in your brain and finally complete the blank page. Notably, the outlining process will help put those scattered ideas into a manageable order. You may use one strategy or combine them to enhance the writing process and boost the accumulation of ideas in a coherent manner. Selecting a Topic for Your IT Term Paper: A Few Ideas from Our Writers You may be faced with two possible situations. Your lecturer may provide you with a topic to investigate, or you may be allowed to choose one yourself. On the one hand, you may visit the school library and find sources with IT content. In the latter case, you have to brainstorm ideas and take over the responsibility for choosing the proper theme. There are numerous avenues you’re free to use to find an appropriate topic if you are given the freedom to select a topic. Use the following approaches to formulate and select an appropriate topic. Brainstorm. Brainstorm through writing down all ideas that come to your head concerning various issues in the IT area. Every idea that crosses your mind should be noted down in no particular order. Once you have a collection of ideas that can build a term paper, organize them logically to develop common themes and a topic for your paper. Research background information. Once you have generated your ideas, it is time to conduct research on background information related to them. You can read journal articles on two or three topics you are considering. You may also search for information on the Internet or discuss with peers the current issues affecting chosen aspects in IT. Research provides you with an overview of several topics that you can explore and allows you to visualize the way your generated ideas relate to the broader issues. Select a topic that interests you. Once you find the ideas that interest you in the field, it is advisable to explore them to develop interesting topics you can write about. You may need to respond to the following questions to generate ideas for your special IT topic. Do I have a strong opinion on a current issue affecting IT area? Have I encountered recent news feeds that have piqued my interest or made me anxious about certain aspects of IT? Am I interested in the subject that I’m about to discuss? Which topic may be useful for me in the future? Is the subject likely to be covered in articles and books? Do I have a personal issue or interest that I would explore in the field of study? Is there an aspect in the IT class that I am interested in learning more about? If the answers to the above questions are mostly ‘yes then you have a topic you can focus on and write about. Focus on the topic. Once you have settled on a specific IT issue, keep it manageable to ensure that it is not too narrow or too broad. If the topic is too broad, you can use geographic, time, discipline, or population limiters to narrow it down. Conversely, use expanders based on timelines, specific areas of study, population, or region to broaden the topic. Possible topics in the IT field include: User Acceptance of Information Technology in Schools; Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology among Professionals in the Medical Field; Methods Used by the Banks to Leverage Information Technology to Transform Their Institutions; How Can Information Technology Be Used to Redesign Businesses? Why Do People Use Information Technology and in What Ways? How to Formulate a Thesis Statement for Your Information Technology Term Paper A thesis statement should be placed in the last sentence of your introduction. It presents your argument and provides evidence for it. Your term paper should contain a thesis statement to test your ideas by distilling them into a sentence or two, to organize and develop your argument properly, and to provide the reader with a guide to your term paper arguments. The thesis you develop will meet the noted objectives if you think of it as the answer to the questions your term paper explores. A thesis statement should squeeze your entire paper into a single question. Your initial step should involve distilling the given assignment into a particular question. For instance, if your topic involves explaining the potential benefits of using computers in first and second grade, you may transform the topic into the following question â€Å"What are the potential benefits of using computers in second and third-grade classes?† After you have chosen the question your paper will answer, com pose one or two complete sentences answering that question to come up with a thesis statement. Use the format below: Q: What are the potential benefits of using computers in second and third-grade classes? A: â€Å"The potential benefits of using computers in a fourth-grade class are . . .† The response to the noted question is the thesis statement for your IT paper. A good thesis statement includes the following four attributes: Takes on a subject upon which reasonable people could disagree. In this case, it should be refutable; Deals with a subject that can be adequately treated given the nature of the assignment; Expresses the term paper’s main idea; Asserts your conclusions about a subject. How to Structure Your Information Technology Term Paper The main elements that make up a term paper structure include the introduction, the body, and the conclusion. Introduction. Many students, even the seasoned writers, struggle when writing an introduction part of their works. The question that lingers in their mind is ‘How do I write a term paper introduction properly?’ This is an important question since the introduction is an essential part that captures the interest and provides an overview of the paper. The most important aspects you should consider when writing your introduction are as indicated below: The background information for your term paper and the appropriate literature review if needed; The general statement of the research and discussion issue, as well as the objective of your work; The thesis statement, which is the last and the most significant sentence of the introduction part; Working definitions for terms that may not be common in the IT field of study. The introduction should provide general background information that provides a brief summary of the issue you are about to discuss, as well as information concerning what has already been written on the chosen topic. In most cases, it is important to show the gap in research that you intend to fill with your term paper content. The introduction should be clear and precise and should constitute at least 10% of the term paper. However, the length may vary depending on the term paper topic, its scope, and its length. Body. The body section is the most extensive part of the term paper that occupies about 80% of the entire paper. The body is organized in paragraphs and presents the paper’s arguments, provides facts, statistics, and information that serves as supporting evidence for the provided claims. The logical organization of the body paragraphs is of uttermost importance in a term paper. Each paragraph presents an important idea and should begin with a topic sentence. Moreover, you should provide supporting data for the claims you make, while they should link to the topic sentence and the thesis statement. If your term paper is long, the body section can be subdivided using subheadings based on thematic topics. However, the subheadings should not be abrupt. Instead, they should provide a smooth transition from one section to another. Conclusion. The conclusion is the last part of your term paper that provides a summary and evaluation of the whole piece. You should restate your thesis statement using different words and make all necessary inferences that conclude your paper. If your paper requires recommendations, you can input them at the conclusion section. The conclusion should form at least 10% of your term paper content. Post-Writing Tips to Make Your Piece Look More Appealing The IT term paper post writing tips refer to a review of the paper to ensure it is free from errors. You should conduct your review at the word, sentence, and paragraph levels to ensure you have accurate wording, appropriate sentence structures, and effective presentation of paragraphs. The format should also be in line with the term paper requirements to ensure you do not lose points. Follow your assignment writing instructions carefully to ensure you capture every point in it.

15 Idioms for Periods of Time

15 Idioms for Periods of Time 15 Idioms for Periods of Time 15 Idioms for Periods of Time By Mark Nichol A body of idiomatic words and expressions vividly denote brief periods of time or otherwise refer to various durations. Here’s a sampling of such terms. 1. After hours: In the evening or at night, or late in the day (referring to standard daytime hours that most businesses are open) 2. Banker’s hours: A relatively short duration (from the onetime tradition that banks were open for a limited number of hours compared to other businesses; therefore, one who keeps banker’s hours has a light work schedule) 3. Bat/wink/twinkling of an eye: variations of an idiom referring to a period of time so brief that it passes while one’s eyelid moves 4. Eleventh hour: occurring late in a given time frame (from the fact that the eleventh hour is the last in the day before midnight) 5. Flash: an instant (from the fact that a flash of flame is short lived) 6. Heartbeat: an instant (from the duration between one heartbeat and the next); usually seen in the expression â€Å"in a heartbeat†; by contrast, a phrase beginning â€Å"a heartbeat away from† refers to someone being in line for promotion if the heart of that person’s immediate superior stops beating that is, if the other person dies 7. Jiffy: an instant (perhaps from slang for lightning); also shortened to jiff 8. New York minute: a brief time (from the notion that minutes in the hectic milieu of New York City pass more quickly than those in more relaxed locales) 9. On the hour: at the beginning of every hour 19. Shake: a very short period; usually employed in the phrase â€Å"two shakes† (a truncation of the idiom â€Å"two shakes of a lamb’s tail,† alluding to the typically rapid motion of the young animal’s tail) 11. Small hours: the early morning (from the low numbers on the clock that indicate the time during that period) 12. Split second: a fraction of a second (from the notion that a second can be split, or subdivided); a split is also a fraction of the total elapsed time for a race 13. Tick: a moment (from the ticking of a clock); a tick is literally a mark used for measure, as on a clock 14. Trice: a short period of time (from a word meaning â€Å"pull†); often seen in the phrase â€Å"in a trice† 15. Witching hour: midnight or the middle of the night (with the connotation that unsettling or unusual things happen then, from the superstition that witches are about at that time) Note: The DWT Freelance Writing Course will be re-opening next Tuesday, November 6. Make sure to mark it on your calendar if you are planning to join us. The course costs $97 (single payment), and it runs for six weeks. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Comma Before ButEnglish Grammar 101: Sentences, Clauses and Phrases

Practice in Eliminating Gender-Biased Language

Practice in Eliminating Gender-Biased Language This exercise will give you practice in recognizing sexually biased language and avoiding it in your writing. Before attempting the exercise, you may find it helpful to review  sexist language,  biased language,  gender,  and generic pronouns. Instructions Consider how the following sentences reinforce sexual stereotypes by their reliance on gender-biased language. Then revise the sentences to eliminate the bias. To a woman who possesses the necessary qualifications, nursing offers a life of unusual interest and usefulness. She will have limitless opportunities to improve herself and to help others.Each laboratory assistant must perform the experiment at least once before he teaches it to the class.The priest asked, Are you ready to love and honor each other as man and wife for the rest of your lives?No matter how busy he is, a pilot should take the time to thank the stewardesses at the end of every flight.My grandparents days consist of waiting by the window for someone to come up the walkwhether friend, mailman or salesman.The female lawyer conceded that her client was no Mother Teresa.In some cases, if your insurance has been slow in paying and your doctor has his lab work done away from his office, you may receive a bill from a laboratory you have never heard of. If this happens, call your doctors billing secretary and ask her to tell you exactly what the bill is for.Though occasionally s he may be called on to help others in the office, a secretary should take orders only from the manager she supports. The beginning student should spend his time becoming familiar with primary rather than secondary texts, with classics rather than with books about classics.The shift from animal and muscle power to machine power was a major achievement for man. When you have completed the exercise, continue reading to compare your revised sentences with the sample answers. Sample Answers To those people who possess the necessary qualifications, nursing offers a life of unusual interest and usefulness. They will have limitless opportunities to improve themselves and to help others.Each laboratory assistant must perform the experiment at least once before teaching it to the class.The priest asked, Are you ready to love and honor each other as husband and wife for the rest of your lives?No matter how busy the pilots are, they should take the time  to thank the flight attendants at the end of every flight.My grandparents days consist of waiting by the window for someone to come up the walkwhether friend, mail  carrier or salesperson.The lawyer conceded that her client was no Mother Teresa.In some cases, if your insurance has been slow in paying and your doctors lab work is done away from the office, you may receive a bill from a laboratory you have never heard of. If this happens, call your doctors billing office and ask exactly what the bill is for.Though occasional ly they may be called on to help others in the office, secretaries [or  assistants] should take orders only from the managers they support. Beginning students should spend their time becoming familiar with primary rather than secondary texts, with classics rather than with books about classics.The shift from animal and muscle power to machine power was a major achievement for humanity.

Festivals in Canadian Cities Essay Example | Topics and Well Written Essays - 3750 words

Festivals in Canadian Cities - Essay Example It can be seen that there is a specific agenda related to Canadian culture when looking at the festivities practiced. Background of Festivals in Canada The festivities that are in Canada are divided by specific observances for various occasions. The first way in which this is divided is by the rituals that have been observed by indigenous cultures that are in Canada. While this isn’t observed nationally and practiced by the majorities, there are still groups that observe seasonal festivities and religious festivals for different needs within the community. The festivals in Canada began to grow and change with the immigration that occurred throughout the 1700s and which formed present day Canada. The religious and cultural festivals of France began to be observed in the land. Religious processions, such as Christmas, were added in as observations from the church and other components which related directly to the religious beliefs of those that came to Canada. As the population grew into a more diverse set of groups, were also changes in religious festivals and observations, all which were based on the cultural and religious beliefs that were practiced by different groups (Riendeau, 60). The religious festivals that grew into the mainstream of Canadian culture were followed by ethnic and cultural identities that became a part of the different social aspects of society. These began to grow specifically after World War II when a large influx of immigrants moved to Europe. This was followed by statements in politics which created a belief that Canada accepted equal rights among all ethnicities. When this was proposed, a growth in ethnic and cultural festivals became a part of Canada. This was followed by different reasons for having festivals. Economic stimulation is one of the main reasons why the festivities began to grow in Canada. For instance, holidays such as Valentines Day are observed not only as an expression of love but also as a time for gift givin g in Canada and to provide stimulation to the economy. Folklore is combined with this as a part of the ethnic spectacle to create a defined part of the holidays. Self – definition of immigrants is followed with this as well as ethnicities having the desire to educate others about a specific culture or tradition. Another reason is to have forms of entertainment available for those who are interested in performances and celebration within the community (Bramadat, 3). Carnival de Quebec The Carnival de Quebec is one of the largest events held in Canada and is celebrated each year to bring in the winter. The festival lasts for 17 days and is the third largest festival in the world. The carnival began hundreds of years ago in Europe to welcome in the spring and to allow farmers to have a chance to pray that the animals would remain healthy as the seasons changed. The main concept with the festival was related to the idea of change of seasons, years and of the main occurrences thro ughout society. The French association with this was passed through not only with the Carnival de Quebec, but also is related to the Mardi Gras that is celebrated in New Orleans every year. The association with bringing in a different season remains the main component that is celebrated throughout each region (Morales, 13). The traditions that are a part of the Carnival de Q

Compare and contrast the experiences of African Americans with those Essay

Compare and contrast the experiences of African Americans with those of women between 1800 and 1865 - Essay Example These consequent rebellions helped in making the United States country free of marginalization and slave trade. In an effort to combat these injustices, the slaves and women employed certain tactics to have their voices heard. Some of the women used conventions to bring other s of their kind together and enlighten them of their right and the need to rise for justice, the conventions involved declarations to overthrow men leadership and the chauvinism that was imposed on them. Most of these conventions were made by women who were wives to some of the influential men in the society. African American slaves used both primary and secondary sources to reach out to their counterparts, the primary sources included writing of journals and holding conventional meetings, secondary sources were the use of maps and picture diagrams to educate others on how they would help fight for their rights. The activists also got help from some of their sympathizers in the government; the women on the other hand used legal ties to their husband to take advantage of the opportunity The Seneca Falls convention of 1848 was attended more than 200 women. Its main aim was to liberalize the women in the United States, they complained of the unfulfilled promises that they had been given by the government at its formation in 1776. The convention stirred emotions amongst women in the women of Seneca Falls; it was followed by constant rebellion and conventions by women to shun the government (DBQ #10, Doc. #1). Then there was the Quaker convention of 1848 in the state of New York, it was organized by the women of New York to call for gender equality in the country, this, however, was denied by angry delegates who stormed and destroyed the meeting (Gerald, S, pp 23). They made a venue where the women would air their sentiments, which would later be thrown away like those of the Seneca convention (DBQ #10, Doc. #3). Lastly, there was a convention at the Wesleyan chapel, it was attended by two hund red and sixty delegates and of them, and there were sixty men. Most of the resolutions that were brought forward were passed except one (DBQ #10, Doc. #4), which stated that women were not able to attend the fashionable cultural spheres of those times (Elizabeth, R, pp 5). The slaves on the other hand used mostly primary sources to spread their information to their counterparts; they applied the use of documentations to arrange for meetings. Paul Cuffe, who was a slave who had bought his freedom, wrote a petition to the legislature of Massachusetts, citing his petitions as slaves not being allowed a share of the profits earned from their labor, in his petition he also complained about how slaves were not allowed to participate in the voting process (DBQ #9, Doc. #2). In 1794, Absalom Jones wrote to the slaves regarding the fugitive slave act of 1793, he urged the slaves to take it upon themselves to fight for their rights and not expect anyone else to handle their problems for thems elves (DBQ #9, Doc. #3). In 1797 prince hall made a speech in Boston to remind the slaves how they were being mistreated by their employers, it was somewhat a wakeup call to the slaves to fight for their rights (DBQ #9, Doc. #4). This was followed by constant rebellion by the slaves in Boston (Lamont, D, PP 23). The slaves also used secondary sources to communicate to the authorities and among themselves, such source included, pictures, thematic

Juvenile Justice Policy Essay Example | Topics and Well Written Essays - 1750 words

Juvenile Justice Policy - Essay Example They are not wary of what will happen next because it is their choice. They took that risk with the rationality of mind that it will be for the better. But the cases I have stated above are something that can not be applied to all societies and countries. For one apparent reason not every family can afford to send their children to school. Another reason is that there is an issue about removing children away from their family and sending them to a residential schools or boarding schools. This is a policy that many people are against with because there is the violation of the freedom to choose. Affected families have also stated different repercussions of the policy to the children and to the families of the children. Since it is a policy, no one can go against with it. But the question remains, is the policy really effective Do the policy makers uphold the objectives of the policy And have they really thought of welfare of the kids Or they are just serving their vested interests In the United States there is a policy wherein the Juvenile or the Family Court has given the authority to remove the children from their homes because of the following reasons: 1.) The child has been delinquent; 2.) The child has no parents making him or her dependent or abandoned and the child has no guardian; 3.) The needs of the child are not supplemented by his or her family - he is neglected; and lastly, 4.) The child is being abused in any forms or in any way. Aside from this policy, there is another existing policy that is similar to the one I have mentioned above but is very different in terms of the grounds why there is a need for removing kids from their home. The policy is very popular in North America where you can find most of the American-Indian. And the policy is removing Native American children from their homes and sending them into residential schools where according to the authorities it would help the children to learn civilizing lifestyle. Thus making them 'civ ilized' people. Historical Justification of the Policy and Its Implementation It all started when European Missionaries came to North America and lives with them. Through their observations they noticed that the people are 'uncivilized'. So they thought that it is best for the community of the Native Americans if they would separate the children away from their families. By doing so, the children will be taught on how to be a 'civilized' person (following of course the European lifestyle). The European Missionaries then build residential schools. They have stated two reasons, and these are: 1.) the very apparent reason is separating the children away from their family; and 2.) they believe that native culture is not worthy to preserve. That time they have in mind and they do believe that native culture is no use and soon it will eventually die. They also believe that all people would develop into someone like the civilized Europeans who consider themselves as advanced. The European Missionaries run this policy but in the long run the Canadian churches and the government helped the missionaries in implementing the policy. It is then that it became an official Canadian policy in support for educating American-Indian Children. The residential schoo

Non-Invasive Ventilation in Severe Acute Respiratory Failure (ARF) Literature review

Non-Invasive Ventilation in Severe Acute Respiratory Failure (ARF) secondary to an Acute Exacerbation of Chronic Obstructive Pul - Literature review Example Figure 3: Kaplan-Meier plot showing cumulative survival following the initiation of NIV (Chung et al., 2010) 18 Introduction Chronic obstructive pulmonary disease (COPD) is among the leading global causes of chronic morbidity and mortality, being listed as fourth leading cause of death worldwide (British Lung Foundation, 2007). It accounts for approximately 30,000 deaths each year in the United Kingdom (UK) , with more than 90% of these occurring in the over 65 age group "in 2004" (Healthcare Commission, 2006). The prevalence of the disease is expected to rise in coming decades and it is projected to be the third leading cause of death worldwide by 2020 (Murray and Lopez 1997). A disorder with chronic airflow limitation, the definition of COPD now gaining acceptance defines COPD as â€Å"a disease state characterized by airflow limitation that is not fully reversible. The airflow limitation is usually both progressive and associated with an abnormal; inflammatory response of the lun gs to noxious particles or gases† (GOLD, 2010). Three general types of lesions are associated with COPD: emphysema, small airways inflammation and fibrosis, and mucus gland hyperplasia (Senior & Anthonisen, 1998). Excessive decline of lung function in patients with COPD leading to hospitalisation and death due to COPD is associated with presence of chronic mucus hypersecretion (Vestbo & Lang, 1996). Tobacco use is definitely the major risk factor for COPD defined by pack-year or cumulative dose, besides other risk factors such as age (Blanchette et al., 2011), familial tendencies, childhood respiratory diseases, (Senior & Anthonisen, 1998) and occupational exposure (Tomas, 2011; Blanc et al., 2009) Up to 20% of COPD patients admitted to hospital present with respiratory acidosis (Plant, 2000), characterised by deterioration in gas exchange, along with tachypnoea, dyspnoea, and crepitation (Brochard, 2000); as was observed in the case studied by the author. Studies have recomme nded the use of Non-invasive ventilation (NIV) in such cases of exacerbations of COPD (Dikensoy et al., 2002). However, there are controversies to selection of patients who may be considered eligible and may actually benefit from NIV due to methodological factors. Patients with exacerbations of COPD who are not likely to respond to conventional support therapy and those in which NIV can be used for averting the needs of invasive mechanical ventilation can be selected for administration of NIV (Garpestad et al., 2007). Besides severity of exacerbations and respiratory acidosis, several other factors such as individual characteristics, timing of intervention, skill of operating

Management problem Essay Example | Topics and Well Written Essays - 1000 words - 1

Management problem - Essay Example ce, revolves around discrimination based on religion, and in order to advise the Chief Executive, the first thing that will need to be established is whether the court will treat the employee in question as an employee under the legal definition of the term. This argument is substantiated by the recent case of Autoclenz Ltd v Belcher (2011) when Lord Clarke held that work must be exchanged with wage and that intentions of parties did not hold as much importance as the ‘reality’ did – making the test an objective one instead of subjective. Moreover, under the Employment Rights Act 1996, a ‘worker’ is somebody who has a contract for employment and personally performs the work, rather than being the owner of a business or organization. The Housing Services Director asked the Jewish employee to remove the hat he wears as a customary sign of his religion, calling it a ‘skullcap’. This can be considered direct as well as indirection discrimination, subject to the tribunal/court’s interpretation of the matter. Direct discrimination is self-explanatory through its name; suggesting discriminatory practice against an employee for characteristics provided under the Equality Act 2010. Although there is no general defense awarded to the defendant in this case, but an exception is the excuse of a genuine requirement of the occupation that the employee be of a certain age/sex/religion. The test to establish this is an objective one, as can be seen in the case of Shamoon v. Chief Constable of the Royal Ulster Constabulary [2001] where the HOL overturned a tribunal decision where it had found gender discrimination. However, the success of this test may be limited since it is a stringent one – a fact supported by the case of Etam plc v Rowan [1989] is when a man was rejected from the working at a clothing store for women. The Chief Executive can argue that wearing of the hat is genuinely harming the business as it is not only giving a negative impression to

Collective Bargaining in US Professional Sports Research Paper

Collective Bargaining in US Professional Sports - Research Paper Example All the professional athletes employed under the NFL clubs and other clubs in the United States professional sports league are unionized to form a better bargaining power. This is in accordance with the requirement of the National Labor Relations Act that wants that any employer must unionize its employees in order to be able to bargain in good faith. The other terms and conditions of employment the bargain covers include division of league revenues, free agency requirements, players’ mobility restrictions, provisions regarding the drafting of players, disciplinary rules, among others. In this case, the employers are barred from making unilateral employment rules changes in regard to the issues required by the NLRA to be negotiated between the two parties-the employers and employees. Another issue that the National Labor Relations Board has found relevant to bargain about between the employers and the representative of the unionized employees are the drug policies that require testing. Therefore, for any setting or moderation of any drug policy, the union must bargain with the league. In this drug issue, it is reported that the NFL has a superior drug policy since it provides a comprehensive list of banned substances, keeps on testing players during the preseason, regular season, postseason and even during off-season, it gives the testing authority more discretion under the reasonable cause testing clause, applies beyond players to team personnel and provides harsher disciplinary to the violators of this policy.

Management problem Essay Example | Topics and Well Written Essays - 1000 words - 1

Management problem - Essay Example ce, revolves around discrimination based on religion, and in order to advise the Chief Executive, the first thing that will need to be established is whether the court will treat the employee in question as an employee under the legal definition of the term. This argument is substantiated by the recent case of Autoclenz Ltd v Belcher (2011) when Lord Clarke held that work must be exchanged with wage and that intentions of parties did not hold as much importance as the ‘reality’ did – making the test an objective one instead of subjective. Moreover, under the Employment Rights Act 1996, a ‘worker’ is somebody who has a contract for employment and personally performs the work, rather than being the owner of a business or organization. The Housing Services Director asked the Jewish employee to remove the hat he wears as a customary sign of his religion, calling it a ‘skullcap’. This can be considered direct as well as indirection discrimination, subject to the tribunal/court’s interpretation of the matter. Direct discrimination is self-explanatory through its name; suggesting discriminatory practice against an employee for characteristics provided under the Equality Act 2010. Although there is no general defense awarded to the defendant in this case, but an exception is the excuse of a genuine requirement of the occupation that the employee be of a certain age/sex/religion. The test to establish this is an objective one, as can be seen in the case of Shamoon v. Chief Constable of the Royal Ulster Constabulary [2001] where the HOL overturned a tribunal decision where it had found gender discrimination. However, the success of this test may be limited since it is a stringent one – a fact supported by the case of Etam plc v Rowan [1989] is when a man was rejected from the working at a clothing store for women. The Chief Executive can argue that wearing of the hat is genuinely harming the business as it is not only giving a negative impression to

Pfizer Pharmaceuticals Research Paper Example | Topics and Well Written Essays - 750 words

Pfizer Pharmaceuticals - Research Paper Example (MIOTTI, 2009). It thumps a few for the most part acknowledged plans on the head, for example, the cost of standardization. In excess of 66% of the organizations questioned expressed that standardization helps the era of benefits, demonstrating that it has a positive effect on an organizations worth. (MIOTTI, 2009). An alternate for the most part acknowledged thought is cleared aside by this study: it is not only the substantial organizations, prepared to do assembling impressive assets in the standardization process, which consider voluntary standards valuable for their exercises; (MIOTTI, 2009) littler structures, for example, SMEs with 250 representatives or less likewise discovered them helpful. Accordingly, 69.3% of organizations consider standardization to have a positive effect on their action. Given the current state of the budgetary markets, this study gives an opportune showing to backing French organizations getting more included in voluntary standards work. (MIOTTI, 2009). Improved working edges and †¢ Strong money stream growth fuelling expanded money comes back to shareholders through expanded profit pay-out proportions and offer repurchase projects. (Stirling, 2011) Pharmaceutical organizations are liable to far reaching regulation by national, state and neighborhood offices in the nations in which they work together. Of specific vitality is the FDA in the U.s. (Cvetkovs, 2011) It has purview over our human pharmaceutical business and oversees prerequisites coating the testing, security, adequacy, assembling, naming, showcasing, promoting and post-advertising observation of our pharmaceutical items. The FDA additionally directs our creature wellbeing items, alongside the U.S. Division of Agriculture and the U.S. Ecological Protection Agency. (Cvetkovs, 2011)Whats more, large portions of our exercises are liable to the ward of different

Every Child Matters Strengths and Weaknesses

Every Child Matters Strengths and Weaknesses In todays rapidly changing society there is one factor that remains constant; childrens individual needs. These needs vary greatly from child to child, with some children needing lots of support to achieve a little. The Salamanca Statement (1994) believes that every child has unique characteristics, interest, abilities and learning needs. It carries on to state that every child has a fundamental right to education and the education systems should be designed, and programmes implemented, to take into account of the wide diversity of these characteristics and needs. It was the Warnock Report (1978) that first placed emphasis on a greater integration of pupils with special educational needs into mainstream schools, and has had a wide ranging influence on policy and practice that has followed in subsequent years. The SEN Code of Practice (2001) supports the Warnock Reports (1978) inclusion in to mainstream schools by providing guidance on policies and procedures aimed at enabling pupils with special educational needs to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. One of the most important frameworks that schools are bound to in supporting childrens individual needs is the Every Child Matters (2003) framework. The Every Child Matters green paper was published in 2003 as a response to the report by Lord Laming into the death of Victoria Climbie through being mistreated and abused. The paper proposed a range of measures to reform and improve childrens care. This framework resulted in the Childrens Act (2004) and provides the legislative spine for Every Child Matters. The aim of Every Child Matters was to create a joined-up system of health, family support, childcare and education services so that all children get the best start possible. Even though it arose from a child protection issue it is essentially for all children and is based around a few fundamental principles. Firstly, society should pursue five goals for all children: Being happy Staying safe Enjoying and achieving Making a positive contribution Economic well-being Secondly, services for children and their families need to be organised around the childs needs. Thirdly, ECM aims to create an effective working practice between different practitioners. These fundamental principles relate very closely to the SEN Code of Practice (2001). The Code sets out guidance on policies and procedures aimed at enabling pupils with special educational needs (SEN) to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood (SEN Code of Practice 2001). It would appear that the SEN Code of Practice (2001) and Every Child Matters framework support the work that each does. The arrival of the Every Child Matters framework signalled a change in the context that the SEN Code of Practice (2001) functioned. The focus is now on making sure that all children are supported, well taught and make progress, and this applies to children with special educational needs. Children with special educational needs and their families often need support from a range of different services if they are to overcome barriers to learning and participation. The creation of Sure Start Childrens Centres and Extended Schools through the Every Child Matters framework will extend the range of services to children and families and bring them together in single locations, enabling children and young people with SEN and disabilities and their families to have better access to the support they need, when they need it and where they need it. This is a prime example of the Every Chid Matters framework providing support to the SEN Code of practice. For the SEN Code of Practice (2001) to be fully functioning and effective, it needs the Every Child Matters framework also to be fully functioning and effective. Both work together towards the same goals, for children to achieve their full potential despite any hurdles that may be in their way whether social, physical or emotional. An umbrella of support is provided, for the children and their families to strive towards the goal of providing a better future. Q.21 b Introduction Children today are faced with many challenges outside of school that affect their ability to come into school and learn effectively. Recent years have seen schools providing support to children other than as an educator. The Every Child Matters agenda is there in schools to support every child whatever their background and ability. There are a group of children however, who have additional struggles that affects their ability to learn; and these children are provided with extra support from the SEN Code of Practice (2001). These children will have been identified as having special educational needs (SEN), and will have been placed on the schools SEN register with their parents permission. From this, differing levels of support will be given depending on the childs code of practice stage. The support provided will enable them to access the curriculum within school. The aim of this child study is to consider the learning needs of a child and to assess how these needs are met in their school. To carry out this task effectively there were a number of factors that needed considering. Firstly, the child chosen for the study and their school will be introduced. For the purpose of this study, the child will be known throughout as Child A, and their school as School A. Numerous observations were carried out of Child A within different contexts of the curriculum (see Appendix One). Then, the study will look at learning theories and styles. This is to help build up a picture of how children learn in general. From this, and coupled with the observations of Child A, their preferred learning style will be identified. To link into this, the teaching styles within School A will be highlighted and the impact of this on Child As capacity to learn will be discussed. Finally, conclusions will be made on the impact of the Every Child Matters framework on School A and how this has affected Child A. Q.21 b Child A and their School The School Child As school is a much larger than average school due to the amalgamation of the infant and junior school in 2004. Most pupils come from a socio-economically mixed catchment area on the edge of the central town area. While most pupils are White British, over a third come from minority ethnic backgrounds. This proportion is increasing year-upon-year with most of these pupils also having English as an additional language. The proportion of pupils within school having learning difficulties and/or disabilities is below average. There is provision for children in the Early Years Foundation Stage; this is provided through the Nursery and in three Reception classes. Child A Child A is a Y5 pupil whose birthday is in the summer term. The child comes from a stable and affluent background where both parents live together, and is the eldest of three children (a brother in Y3 and a sister aged 8 months). During Y3 of Primary School, Child A was highlighted as being a cause for concern and was eventually placed on the schools SEN register in February 2010 while in Y4. Child A has also been placed on the Gifted and Talented Register for creativity. This is due to their Y4 teacher assessment of Child As unusually detailed pictures and Design Technology skills. Child A also excels in gymnastics. In April 2010, Child A was assessed for the first time by the local authorities Learning and Language Team; Reading: 1 year and 1 month below that expected of a child of their chronological age. Spelling: 3+years below their chronological age. Writing: right-handed using a reasonably neat print style with good spacing between words. The initial summary stated that Child A appeared to have some indications of specific learning difficulties in literacy (Dyslexia), Dyslexia can not be diagnosed as a one off event; rather it will follow on from a cumulative assessment over time (taken from Child A SEN file, see Appendix Two). For the purpose of this study and from advice from School As SENCo, it will be assumed that Child A will receive support for that of a dyslexic child, with programmes tailored towards Child As strengths and weaknesses. The Local Education Authority states in its dyslexia policy that difficulties with dyslexia occur on a continuum, from mild to severe, and estimates suggest that between 4 and 15% of all pupils are affected. Q.21 a The Theories Showing How Children Learn Before the learning needs of Child A can be identified, the ways in which a child learns must be analysed. There are two main theories of learning that this study will focus on; behaviourist and cognitive. The Behaviourist Theory This theory suggests that learning is gained by associating a stimulus with a response, as with Pavlos dogs www.nobelprize.org (Accessed 6th October 2010). Skinner suggested that reward and reinforcement of a response increases the frequency of response; this is known as operant conditioning, and assumes all behaviour (e.g. learning) can be controlled in this manner. These are the principles of conditioning that form the basis of the behaviourist approach to learning. These assumptions of the behaviourist approach can be seen and are easily applied in Child As classroom. For example, the Teacher would use positive and negative reinforcement to strengthen the behaviour that conforms to classroom expectations. Positive reinforcement is also used to increase motivation; for example reinforcing good performance with praise may improve confidence and thus motivation within the next task which is essential for Child A who suffers from low self esteem. However, the validity of the behaviourist approach must also be questioned. It assumes that all behaviour (e.g. learning) is under the control of reward and reinforcement, ignoring genetic inheritance. The Cognitive Theory Pollard (2010) states that this theory suggests people learn through an interaction between thinking and experience, and through the sequential development of more complex cognitive structures. Piaget developed the notion of cognitive stages to describe the childs cognitive structure at different stages. These stages are the sensory-motor (birth to 2 years), pre-operational (2-7 years), concrete operations (7 12 years) and formal operations (12 years upwards). Piaget also devised the term schemas, a unit of knowledge, each relating an object/experience in the world; For example, a child my have a schema relating to eating a meal at a restaurant, this schema will have a stored pattern of behaviour (looking at the menu, eating the meal). Vygotsky disputes Piagets cognitive stages, implying that social interaction plays a more important role, instead of trying to fit a child into a box based on their age. Vygotskys theory places more emphasis on social contributions to the process of development. His theory views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skilful peers within the zone of proximal development (ZPD). Vygotsky believed that when a child is at the ZPD for a particular task, by providing the appropriate assistance (scaffolding) it will give the child enough of a boost to achieve the task. Once the child, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the child will then be able to complete the task again on his own. Child A relies on scaffolding within their learning and has shown that this does aid their success at a task. However, working with their peers is something Child A does not find comfortable. Jerome Bruner, another cognitive theorist, also disputes age related stages, tending to lean towards Vygotskys view. Bruner states that what determines the level of intellectual development is the extent to which the child has been given appropriate instruction together with practice or experience. Again, Child A requires this but in an adapted format. In his research on the cognitive development of children (1966), Jerome Bruner proposed three modes of representation: enactive representation (action-based), iconic representation (image-based) and symbolic representation (language-based). Modes of representation are the way in which information or knowledge are stored and encoded in memory. This is related to how the VAK theories work. Multiple Intelligences Howard Gardner suggests that there are eight learning styles; interpersonal, intrapersonal, mathematical and logical, visual and spatial, kinaesthetic, musical, naturalistic and linguistic. He suggests that many people have elements of some or all of the above. Gardners approach recognises the diversity of children and appreciates that ability and intelligence should not be dominated by language skills. Gardners theory seems to be backed up by Riddick, Wolfe and Lumsdon (2002) whom state it is generally accepted that providing teaching in a variety of styles is the most effective way to develop students learning. Child A and the Learning Theories. Where does Child A fit in to the learning theories? Stated throughout this section are references to how Child A may fit into these theories. Child A, it seems, strives for an essence of all the theories discussed. From the behaviourist point of view, Child A responds well to positive reinforcement and would help to improve to a certain extent their low self-esteem. From the cognitive point of view, Child A craves scaffolding, constantly looking for help from adults within the class when unsure. It does help Child A to successfully complete tasks, and this proves why Child A relies heavily on scaffolding. Again, it helps to improve their low self-esteem. With regards to Gardners multiple intelligences, child A leans more towards the bodily kinaesthetic and visual spatial elements of his theory. Therefore, Child As learning must come throughout these areas to help learning and understanding to be effective Q.18 Teaching Styles The Assertive Teacher The assertive discipline method of behaviour management was pioneered by Lee and Marlene Cantor in the 1970s. The goal of assertive discipline is to teach students to choose responsible behaviour and in so doing raise their self-esteem. This in turn should lead to an increase in their academic success. Having a good classroom environment in which to teach gives the pupil the best possible chance of learning effectively. A basic principle of assertive discipline is that pupils need to know your behavioural expectations. They must be given limits and the teacher must be consistent in his / her approach at all times. Pupils need positive recognition and support as well as discipline so that they are motivated to behave well. It is very easy to criticise a pupil for being badly behaved but some teachers fail to comment on good, appropriate behaviour. The teacher who uses assertive discipline effectively has a classroom plan, which she shares with pupils so that they are clear about the consequences of their actions. The teacher will have a list of classroom rules on display and will remind the pupils what they are at the start of the lesson. The Non-Assertive Teacher When a teacher reacts to pupils disruptive behaviour it is known as either a non-assertive or hostile response. The non-assertive response is one where the teacher is passive and does not give clear directions; the teacher responds to inappropriate behaviour as and when it happens. She will be inconsistent in her response and will allow poor behaviour to go unchallenged one day and respond angrily another. When a pupil thinks that he can behave in any way he chooses and not suffer any consequences then he will see how far he can push the boundaries at every opportunity. The Hostile Teacher The hostile teacher is one who keeps the class under control but only through intimidation. They do not set a good example of how to behave and often put down pupils with remarks that lowers their self-esteem and hurt their feelings. They promote negative feelings and expectations where pupils believe that they cannot achieve goals or succeed. The hostile teacher rarely makes a positive comment and takes every opportunity to make a negative one. Teaching Styles in School A Assertive teaching is shown and encouraged throughout School A based on various observations throughout the school. It is also evident in the school behaviour policy in the form of an assertive discipline routine. There are strict guidelines on the wording of personal reminder, final warning and then time-out for those children that are failing to follow school rules; this is consistent throughout. Positive praise of good behaviour is a strategy used to try and encourage other children to do the same. Child A responds very well to this style of teaching; behaviour problems are never an issue with Child A, who follows school rules at all times. Child A also benefits from the teacher having control over the class; as stated in Child As SEN file (see Appendix Two) there is a preference to work in quiet which is quite common for a child with dyslexia (Reid, G 2010, Learning Styles and Inclusion Sage Publications Ltd: London, P23). There is evidence to show that behaviour management strategies, such as the assertive discipline techniques, do help to improve behaviour, achievement and attainment. Good behaviour leads to good attainment because there is an effective learning environment, and therefore the child achieves. It states in the Steer Report (2005) that a consistent experience of good teaching engages pupils in their learning and this reduces instances of poor behaviour. It also relates to the Every Child Matters strand of Enjoy and Achieve. This identifies that children should feel safe, be healthy, and enjoy and achieve in school. Q.19 The Learning Needs of Child A According to information received (Booth, Personal communication, 8 September 2010) Child As learning style is that of a multi-sensory learner. This is also stated in the SEN file of Child A (Appendix Two) in a report from the Senior Learning Support Teacher. Pupils with dyslexia learn best when all the senses are used; this is the VAK model of visual, auditory and kinaesthetic learning. VAK is an accelerated learning approach where visual learners learn best through pictures, charts, diagrams, video, ICT etc; auditory learners learn best through listening; kinaesthetic learners learn best through being physically engaged in a task. There is further research by Glazzard (2010), stating that teachers should aim to make a childs learning multi-sensory, catering for all the VAK learning styles. With regards to Howard Gardners Multiple Intelligences, a dyslexic child will have a greater imbalance of strength and skills. It is important that Child A is provided with the opportunities to develop their preferred learning style so to work to their strengths. Support should be provided in areas of weakness with specific teaching and a demonstration of strategies that aid learning. This is also evident in the Local Authority Dyslexia Policy stating Some pupils who have dyslexia can frequently display marked differences between their abilities. It goes on further to state that it is important to identify strengths as well as weaknesses, in order to make the most effective provision (see Appendix Three). It has been suggested that Child A has access to a structured, cumulative, multi-sensory programme of work with opportunities for interleaved learning and repetition (see Appendix Two). Interleaved learning is a psychological process where new and old materials are practised together. It is also important to remember that to help with Child As self-esteem issues, extra measures of support provided within the class should be available for Child A to access them when required, and not draw attention too. Child A also has low-self esteem that requires attention. The Local Education Authority Dyslexia Policy also backs this up by stating we recognise the particular links between dyslexia and low self-esteem (see Appendix Three). From what is known about Child A and through research, it can be stated that when looking at Maslows hierarchy of needs (1968) diagram (see Appendix Four), Child A has had the biological and physiological needs, also safety needs and belongingness and love needs satisfied. On the other hand, esteem needs have not been realised and as this continues to be a problem, the childs self-actualisation stage can not be fulfilled. Again, positive reinforcement and working with School As Learning Mentor to build up self esteem is required. It is vital, as a teacher, that Child As successes are shared with the class/school to help improve self-esteem. Impact of Every Child Matters Framework in School A There has been a great impact on School A since the Every Child Matters framework was introduced. Some aspects were in place before, but a lot has changed in recent years. A holistic approach has been taken by School A to implement the Every Child Matters agenda. A significant commitment has been made to the nurturing and education of the whole child. Be Healthy Through the curriculum the children receive at least 2 hours of exercise a week. Also, they receive education on health, drug awareness and sexual health education. Healthy snacks are provided free to children in foundation stage and KS1. Children in KS2 are offered fruit juice at morning break for a minimal cost. Most recently, the school has had a kitchen built which now allows for food to be cooked on site, giving the school greater control on they type of food being provided. Stay Safe There are child protection measures in place that all staff are aware of. Three members of staff are contacts for child protection issues that may arise. Any concerns would be expressed to these people and the appropriate action would then be taken by them. Other support within school is provided by the Learning Mentor. This role encompasses many of the aims of the Every Child Matters Framework. The Learning Mentor is part of the Child Protection Team. The Learning Mentor has created a Peer Mediators team created of Y6 children to help support children in the playground when problems arise. There has been a big emphasis placed on the prevention of problems arising in the playground through the creation of play leaders, friendship and singing squads; again, this is through the support from the Y6 children who carry out activities with the younger children at playtime. Enjoy and Achieve Special Educational Needs provision kicks into action when there are concerns about an individual child with regards to behaviour issues or academic difficulties. Under the guidance of the schools SENCo this would involve the child monitored as a cause for concern. If the child showed no improvement or deteriorated, they would then be placed on the schools SEN register with the parents permission. School Action would see the child receiving extra support from within school to support their learning and well-being, and again if the child showed no improvement or deteriorated, they would be place on School Action Plus which then brings in the involvement of outside agencies to help and support the child. Again, the Learning Mentor plays a crucial role here, working very closely with extended schools, helping to provide after-school clubs with family involvement. A homework club is also run for children who regular fail to complete homework for a variety of reasons. Another critical role that the Learning Mentor provides for under the Every Child Matters Framework is liaising with parents. As well as involving them in family clubs after school, she will also provide support for them on an individual basis. This area has an additional staff member to help, the Parent Support Advisor. The School employs a Parent Support Advisor (PSA) who runs activities at the Sure Start centre, and has particularly provided support to the Muslim community within School. This has taken the form of English classes to help those parents who struggle speaking and understanding English so they can then support their children at home with their reading and writing. The PSA, with the help of the Maths co-ordinator, ran a similar scheme for parents called Ocean Maths. This meeting provided parents with an understanding of how they can help their child at home with maths, and they were also able to purchase very cheaply a resource pack that will help support the child at home. Wrap around care is also provided by the school in the form of breakfast and after-school care which has been running now for a number of years. This provides parents with the extended support that they may need to be able to return to work. Extended Schools, through government funding, helps children to access activities that they may have been unable to afford in the past. During the summer holidays, activities were available for children to take part in; those children that receive free school meals were able to access these activities free of charge. Extended Services have also provided support to Teaching Assistants within school by running a course on Playground Games so that these may be taught to the children in the playground. The school places a big emphasis on assessment and how it is used to ensure that pupils make the best possible progress both in the curriculum and in their personal development. Assessment for Learning techniques are used in order to enable pupils to progress as individuals. Self and peer assessment techniques are especially relevant in relation to reflecting on the process of participating. The children know where they are at in their learning and how to progress in terms of their next steps. Make a Positive Contribution to the Community There is a school council that is made-up of one child from each class. These children meet regularly to discuss how things can work better for the children. They also take views of the other children to these meetings and feedback to the children. A new recent development is the creation of learning challenges. These aim to let the children have the opportunity to apply their skills and knowledge to a range of different real life situations that makes a positive contribution to an individual, class, school or a local, national global community. A big emphasis is placed on entrepreneurship being encouraged at all times. Achieve Economic and Social Well-being At a Primary school level, this is where the seeds are sown to help achieve economic and social well-being, by providing the children with literacy, numeracy and ICT skills. The learning challenges mentioned in the previous section also help towards meeting this. There are many more aspects of school life that exist due to the emergence of the Every Child Matters Framework. Child A has benefited hugely from this having taken part in after school clubs with their family. There is the support network in place for Child A should they wish to access it, and the relevant people providing support for them already. This is also the case for other children, and has had a positive impact on lots of children throughout School A in supporting their learning. Conclusion This child study has highlighted the significant impact that the Every Child Matters framework has had on Child A, other children with and without personal and learning difficulties, and School A as a whole. Every Child Matters now underpins the whole school ethos, and provides support to children, their families and the school. The understanding of how children learn is essential to my practice as a teacher so that the childs education can be moved on and supported. There are elements of behaviourist and cognitive learning in School A through rewards systems of team points and positive reinforcement of good behaviour, and also through the assertive teaching methods used. The cognitive approach is seen in the pedagogy of the teacher through effective scaffolding techniques, which have been seen to help Child A in the achievement of tasks. In a personal communication with the class teacher of Child A, intervention groups have been arranged so that the supported learning of Child A can take place not just through the effective inclusion of all pupils by quality first teaching. As a teacher it is my responsibility to cater for Child As additional needs, and also to regularly review and assess them so that they are continually being met. It is also important that within my practice I regularly consult the class teacher, SENCo and the Learning Mentor who also aid Child A to overcome the difficulties presented, so that the best possible support is being given. Child A has a positive approach to learning and does not display any of the behavioural difficulties that can be seen in some pupils who have learning difficulties (see Appendix Three). Appendix One Observations of Child A General Observations Child A is someone who is very well behaved in class. There are no behaviour problems associated, and conformity is shown at all times. There is interaction between their peers in the class but this is very infrequent and short lasting. Outside in the playground this is the same; Child A has a small circle of friends who have played together for quite a few years. There is interaction between this group, but again, Child A takes a rather passive role of listening rather than initiating. Numeracy Lessons Child A again always gave the teacher their attention but fiddled with their pen in an undisruptive way. Facial expressions throughout suggested uneasiness. During observations of Child A in Numeracy it was quite evident that there is a low self esteem. Individual tasks saw Child A begin by looking around, gaining the attention of the teaching assistant and teacher to provide the support. Working with a partner was something Child A seemed to shy away from. Child As partner seemed unbothered by this and was happy to discuss with others on the table. A little interaction did take place but this was towards the end of the task as their partner had realised that they must complete the task. Child A also had some number reversal, especially number five and 9. Literacy Lessons Child A is very conscious of their problems with spellings as their reading age is far better than their spelling ability so when they read their work back they can see the errors. The childs commitment and determination is excellent, and after a recent writing assessment was able to identify improvement points that were not linked to spellings. Child A also prefers to work in quiet, which they communicated to the previous years teacher. Art and DT A familiar pattern is also seen here; lack of interaction with their partner and a tendency to allow their partner to be more dominant and do most of the work. P.E Child