To what extent and why would you agree or disagree with the view that the New Right proceeded by assertion approach to welfare provision?

(3) ‘Our judgement would be that, essentially, the New Right proceed by assertion' [George and Wilding]. To what extent and why would you agree or disagree with the view that the New Right proceeded by assertion approach to welfare provision? Professors George and Wilding made the statement in their study of welfare and ideology that the New Right ‘proceed by assertion' – that is to say that they make over generalised and unbalanced rhetoric about the state provision of welfare. The New Right emerged as an ideology in critical response to the post 1945 government attempts to provide a comprehensive system of welfare in Britain. They argue that state provision is not only inefficient and ineffective, but that collective enterprise is actually impossible as they have no belief in a common purpose in society. New Right ideas can be separated into two major strands of thought. The Neo- Liberal philosophy that is concerned with economic factors; and the Neo-Conservative strand which is interested with social, moral and political implications. However, they can be grouped together to define a philosophy which favours more market and less state involvement in peoples lives. They equate that more government means less personal reedom which, for the New Right, undercuts the principles of democracy. It is widely argued that the New Right present an ideology of Welfare that while being rational and efficient in theory; in practice is simply too idealistic and is neither sensitive nor flexible enough to the social needs of contemporary society. This essay intends to show that the ideologies of welfare presented by the New Right lack legitimate evidence to support and justify their proposals; this will be shown in two ways. First, the inadequacies of the New Right philosophical basis will be highlighted o show that at the most primary footing of their perspectives on social policy are unsound. Secondly, I will look at their argument for the supremacy of the free market system over state provision. This will be examined in both the economic and social spheres. The key and most basic reason why the New Right has a tendency to make statements with little substance or legitimacy is that their fundamental philosophical basis appears to be flawed. New Right thinkers emphasise individualism; Friedman asserts that ‘. The individual (is) the ultimate entity in society ‘. Clearly, there is little room for collective conscious in their philosophy. This egotistical individualism stresses that the welfare state, a collectivist policy, cannot work due to ‘human nature' e. g. self-seeking and greedy. The New Right ideology claims that the nature of human kind is unchangeable which thus makes the Welfare State an impossibility. However, many critics of this theory argue that classifying human nature as fixed ignores all culture and history surrounding the development of society. They centre their ideology on agency and completely fail to recognise the role of structure. Thatcher, a leading figure of the New Right ideology, said there is no such thing as society -just ndividuals. However, George and Wilding dismiss this assertion by highlighting that as human beings, we are all linked together in patterns and cycles of dependency. Williams also points out that surely ‘. We are not just individuals or families, but members of one another. ‘ The New Right also asserts that the Welfare State policies view people as social beings who can be motivated by social concerns and social goals. Naturally, the New Right reject this view of humans, again this can be rooted back to the importance of the individual and their assumption that humankind will very rarely act for the collective good. However, this argument ignores the cyclical nature of human relationships, any moral or collective consciousness is disregarded which is highly unrealistic for as humans we are social beings, we are graggrarious . New Right supporters also declare that the Welfare State is essentially inefficient due to its need for rational planning. They reason that due to the complexity of modern society, it is impossible to structure and implement plans that would be beneficial both economically and socially. As Willets points out ‘. It is precisely the increasing complexity of modern life which makes centralised organisation mpossible.. ‘ They dismiss constructive rationalism as unrealistic and call for less government intervention. Friedman views much government activity as undesirable. He believes it should have a limited role restricted to areas such as foreign policy and overseeing economic policies. However, it seems unreasonable to dismiss some degree of planning in modern society, people need valid motives and goals that are justified. The New Right principles on the role of the Welfare State assert that: we must first help those in need. Socialists believe that the State should provide an average standard. We believe that it should provide a minimum standard, above which people should be free to rise as far as their industry, their thrift, their ability or their genius may take them†¦. This highlights the New Right emphasis on individual freedom and choice. They say that the state provision of welfare is an encroachment on basic human freedoms as it restricts choice. However, if one considers services such as water, housing or health care, these are such fundamental needs that there is no real choice whether or not these needs are fulfilled. As a result of this, consumers in markets for these services are in a weak osition. Because of this vunerablilty, state provision of these services ensures a comprehensive service which is regulated. Market systems in such essential areas of provision leave the consumer susceptible to exploitation and it also undermines the principles of a free democracy As a result of the need for planning in the functioning of the Welfare State, many New Right thinkers dismiss it as it ignores the concept of spontaneous order- the market system. Or, at a more tangible level, they favour monetarism over Keynesianism. – The New Right view the market as the most efficient system as it generates ompetition which,in turn, spurs innovation and a consumer led market. It also means that a monopoly cannot be created and consequently, prices are kept reasonable and quality of services are kept high. They argue that the Welfare State violates the spirit of capitalism and basic human nature . For the New Right, the market is the most efficient and rational way to operate economically and socially – The New Right also argue that the State presents a series of destructive economic consequences. Mead contends that the government projects a view to society that work is merely an option, not a nessecity. In other words, that social security creates a ‘nanny state', causing idleness. He views the Welfare state as a victim of it's own success by feeding and sustaining the type of behaviour it is trying to minimise. Another problem with this, according to the New Right, is because the welfare state is centralised it is therefore seen as ‘government money', it is depersonalised and as a result becomes vulnerable to abuse and manipulation . Again, this leads back to the view that man is individualistic and self seeking, rejecting the concept of the ‘common good' or collective social conscious. In the defence of the State, it is obvious that in any socio-political arena there will be negative and positive outcomes of any kind of social policy. However they must be weighed up against each other. It is impractical and unrealistic to assess the welfare state in the abstract, as the New Right tends to. Their philosophies also ignore the complex and diverse nature of modern society, and are simply not sensitive enough to the various needs. Holman explains that in reality, the New Right regard ‘.. personal gain and material selfishness.. as virtues while compassion for the disadvantaged and a readiness to share oods and power are sneered at as weakness.. ‘ Thus far we have seen that the New Right philosophy celebrates private enterprise as it promotes democracy, however there is much substantial evidence to prove otherwise. Friedman, for example, claims in his writings NAME OF BOOK AND QUOTE DIRECTLY.. that it is the free market which made it possible for black people to overcome racial discrimination in the United States. This completely disregards the role of state legislation in this matter, and further presents an unbalanced and misleading view of the social policy process which seems to be a consistent motif hat runs through the New Right philosophies. XPAND ECONOMIC POINT Another major factor in the inadequacy of the market provision of Welfare State services is that it cannot supply needs regardless of ability to pay or according to need. As a result, it is easy to deduce that the market solutions are distinctly less equitable than the state provision of public services. Therefore, it can be argued that, the New Right fail to consider the social consequences of the market system. The problem of the New Right is that their opinions of the supremacy of the free market are formed from their own view point which is invariably secure, affluent and rofessional. They fail to recognise that the freedom the market offers is conditional. Holman argues that it ‘†¦ depends upon the prior advantage of having jobs, opportunities, savings. The market provides freedom for the privileged. ‘ The World Bank, long regarded as supporters for the free market, issued a report in 1997 emphasising that an effective state is ‘†¦ vital to the provision of goods and services and the rules and institutions that allow markets to flourish and people to lead healthier, happier lives. Without it, sustainable development, both economic and social is impossible.. This shows that while the New Right ideology is not wholly disregarded, it is seen as not looking at the whole picture, which gives an unbalanced and bias view of state provision. The New Right can be thought of as ‘leading by assertion' due to the fact that they often make statements without backing it up with legitimate evidence. According to the New Right ideology, the Welfare State has many negative social implications. Firstly, it undermines any sense of responsibility and self-reliance by providing, not so much a ‘safety net', more an altogether too comfortable cushion to those who get state provision. This, in turn, fosters what Keith Joseph coined in the 1970's a ‘dependency culture'. This anti-collectivist theory claimed that poor families in poverty transmitted this culture of difficult relationships, unskilled work or unemployment. However, this is an generalised statement that when examined, becomes totally inadequate. Willams argues that ‘such an explanation .. fails to account for the effect of social circumstances†¦ ‘ Charles Murray, whose work has been widely published in Britain by the Institute of Economic Affairs, assets that the Welfare State infact sustains an ‘underclass' by emoving any element of real risk or danger-factors which, according to the New Right, are essential to the consistent function of an innovative and motivated market. This theory is best represented by a quote from the 1992 Conservative Party Conference where the Social Security minister, Peter Lillley, categorised single mothers as having dominant membership of this supposed underclass and described them as ‘young ladies who get pregnant just to jump the housing list. ‘ This assertion by Peter Lilley is an example of how the New Right thinkers tend to make broad statements, often considering them in the abstract without using much vidence and dispensing normative prescriptions for the social ills. Clearly, however, a broader agenda is required when evaluating social policies. Also this approach fails to consider the supportive and cohesive functions that the Welfare State provides. Holman shows effectively the inadequacy of the New Rights theory of the emergence of an underclass in his study of the effect of the implementation of New Right policies in Easterhouse during the early nineties. He presents quantitative evidence to show that it is not the ‘feather-bedding' approach of the Welfare State that is ccountable for social problems and ‘wrong' values. Rather Holman argues that, . the deprivations are imposed upon people by government policies and economic factors beyond their control. The underclass thesis should be seen less as an explanation of the state of places like Easterhouse and more as a New Right excuse which diverts blame away from the dire results of New Right practices.. The New Right maintain that the free market promotes democracy by offering choice to the consumer. They argue that the Welfare state creates a monopoly, therefore there is no competition, which is bad for the consumer. asically the state is answerable to no-one because people are not directly paying for their health care or schooling (for example). Williamson summarises that the Welfare State from a New Right perspective is ‘significantly inefficient as it is an effective monopoly, bureaucratic in character and dominated by producers, not consumers. ‘ Williams also highlights the problem of the concentration of power in the market or oligopoly , which is fundamentally undemocratic. She asserts that business people rarely practice free competition whenever they are in a position to control the market hemselves. This is further reinforced by Richard Titmuss in his 1959 lecture ‘The Irresponsible Society' where he stressed that major monetary decisions of building societies, insurance and pension companies were being made by a small minority of people. Such decisions affect millions of people, and their views are not taken into account, which is fundamentally undemocratic. It must be noted, however, The New Right philosophy does not altogether reject the role of state in Welfare. Gray accepts the idea of quasi-markets within the welfare state, perhaps in the form of a voucher system. This way competition is still strong because people have the freedom to choose which hospital or school they want. Seldon reinforces this by suggesting that ‘ National economic expansion can best be helped by putting welfare by stages into the market where the consumer will rule instead of the politician'. The effectiveness of the market system is not completely convincing. The New Right tends to present a distorted and partial view of the efficiency of the free market. -more explanation of efficiency of market see george nad wildiing chapter on democratic socialism. conclusion

Advantages and Disadvantages of the Internet

The Internet seems to be one of the greatest wonders of the modern world. Nowadays, it is hard to find a house with no access to the Internet and every day, more and more people are discovering the amazing possibilities which it gives us. The Internet is the biggest and the most effective provider of the variety of resources and services. It is a worldwide database of any information you may need. However, information is not the only thing you can obtain thanks to the Internet.The World Wide Web also provides you with the access to a wide range of computer programs, games or the possibility to download your favourite music or films. What is more, the Internet facilitates your contacts with other people. Not only can you easily and quickly contact them via emails but you can also speak to them, thanks to the Internet communications program. They have become very popular recently as they enable you to make new friends on-line.However, the paradox is that while they facilitate your comm unication with others, at the same time they cause the deterioration of your contacts and relationships since it is much easier to stay at home and talk to somebody on the Internet instead of going out and socializing. Moreover, on-line friendships can turn out dangerous as you can never be sure who the other person is. In addition, the Internet is very addictive.People never notice that they spend too much time in front of the computer screen and that they use the Internet more often than they really need. Surfing on the net becomes more important than meeting with friends or going to the classes at the university and the reality they start to live in is the virtual reality. Another important advantage of the Internet is that it has become the most easily accessible and the best resource collection. It is used for the research purposes not only by the university students but also by the children from primary schools as more

Conflicting Perspectives Essay

â€Å"An important outcome of studying this elective is the realisation that all representations of perspectives are designed to provoke an intended response. † To what extent does this statement relate to your study of at least one of Hughes’ poems and one related text of your own choosing? In some texts authors have the intention to evoke a personal understanding in the audience. However, the personal experience varies between each individual creating conflicting ways in response to a text. These responses to the messages from the authors are shaped through personal experience and values of the individual. The notion of conflict within perspectives is evident in â€Å"Birthday Letters† by Ted Hughes especially in the poems â€Å"Fulbright Scholars† and â€Å"Sam† as well as in Michel Gondry’s film â€Å"Eternal Sunshine of the Spotless Mind. † The conflict within memory and connections leads to a representation of their conflict in perspectives. The nature and strength of memories is to some extent subjective in relation to events, situations and people. Hughes proves this idea of selective memory through the use of rhetorical questions asked in his first poem Fulbright Scholars such as â€Å"where was it, in the Strand? † and â€Å"was it when I bought a peach? These questions are evidence of his disordered memory. Hughes perspective of Plath is somewhat subjective as he remembers vague details of particular moments and her â€Å"Veronica Lake bangs. † In his second poem â€Å"Sam† depicts the same events as Plath’s poem â€Å"Whiteness I remember† but showing his conflicting interpretation of Plath’s memory. The two poems prove conflicting ideas through the tempo of the first paragraphs and Hughes ongoing use of caesura. Although Plath interprets the event to be a â€Å"great run† and â€Å"high as the roofs† conflicting this idea Hughes describes it as dangerous and Plath having â€Å"lost (her) stirrups. The text â€Å"Eternal Sunshine of the Spotless Mind† proves memory to be a selective sense; the character Joel displays merely a memory of selective moments, objects and feelings of his past relationship with Clementine. The key motifs are birthday presents and certain outings. The fallibility of memory can lead the distortion of connections between memory and reality. The author intends to create a particular emotional response to the text that is represented through a connection between the audience and their perspective of the text. The connection between the perspectives in â€Å"Eternal Sunshine of the Spotless Mind† show the author is being balanced and unbiased. The perspectives of both the character is shown equally to the audience, forcing and internal response in each individual. In â€Å"Fulbright Scholars† Hughes repetitively uses â€Å"you† to simultaneously speak to Plath as well as the audience, to create a more intimate connection with the text. This continues into his next poem â€Å"Sam† alongside alliteration and assonance in the line â€Å"horribly hard, swift river† increasing the intensity for the audience. In the final stanza Hughes personifies Sam as himself, and positions the audience as Plath. In the line â€Å"you strangled me† he uses accusatory language to gain an emotional response and connection from his audience, which relates back to the publics perceptions of him during this time. It is clear that all authors create their texts to gain a reflection the audience towards the text. Each text is a representation of the author’s perspective response to their memory, creating an emotional connection to their audience, which provokes an internal response. The connections made are used to intensify a reaction within each individual.

Normal Distribution Essay Example | Topics and Well Written Essays - 4000 words

Normal Distribution - Essay Example From the results obtained a conclusion is drawn as to whether normal distribution curves are suitable for analysing any system behavior. A normal distribution curve is one of the most commonly used statistical tools. Many natural phenomena conform to a normal distribution with most elements clustering at the centre and a few extremes on the right and the left. Normal distribution is also called Gaussian distribution or the bell shaped distribution as the resulting graph has a bell shaped nature. Data tends to cluster near the mean or the average. The bell shaped curve is a probability density function with a peak at the mean. During the study of system behavior, the random variable is used to describe the unpredictable outcome. When a survey or an experiment is carried out, the data collected is also referred to as a variable. Variables can be classified as discrete random variable or continuous random variable. Discrete random variable consists of a set of data that takes discrete values that is, the values can be counted. These values are finite and denumerable. Continuous random variables are on the other hand are not denumerable (Cary 2008). Normal distribution has been used extensively in natural and social sciences and also in the evaluation of statistical data. It great use is derived from the fact that it's a simple model that represents complex data (Feller, 1968). LITERATURE REVIEW Abraham De Moivre introduced the normal distribution in the year 1733; this was printed in his book 'the doctrine of chances' in 1738. He used the normal distribution to evaluate large binomial distribution. The normal distribution theory was later extended by Laplace in 1812 to form the theorem of De Moivre-Laplace. Laplace used normal distribution to evaluate analytical errors during his experimental work. Gauss in 1809 used the method to analyse his astronomical work while Legendre used the method in 1805. The term bell shaped distribution function was first used by Esprit Jouffret in 1872 and later the graph was referred to as the normal distribution by Charles Pierce and Francis Galton. Normal distribution has been extensively used to study scientific and natural phenomena as well as analyse statistical data. The method is however not appropriate for the study of all phenomena, instead other distribution are preferred in some cases. The other popular distributions are the binomial and poison distribution. In light of this, the researcher seeks to subject a given collected data to normal distribution and determine its practicability and adaptability in the evaluation of a given system behavior. The researcher will collect data and from this data, draw the normal distribution curve and tests it overall suitability as a statistical tool. OBJECTIVES The main objective of this study is to determine whether the normal distribution curve is the most suitable method of analysing a system behavior. In this case, the number of emails sent per day. The specific objectives are; Collect the data. Calculate the mean,

Internet Security Essay Example | Topics and Well Written Essays - 1000 words

Internet Security - Essay Example In this report, section one will throw light upon two main problems that may usually affect a computer without security: hacking and viruses. The next section will compare two different types of security programs that can be used to protect the computer. The last part will discuss the advantages and the disadvantages of the proposed solutions in this paper. __ Hacker is a person who breaks into computers. Hackers have the ability to access any file or personal information from their own computers to other users. One of the most people who are able to hack any user are the computer scientist, but that does not mean that others are not able because at the end hacking depends on practicing and knowing all the strategies. With this information, users must use an internet security to protect their computers from any hackers to access their computers and hack it. However, that does not mean that only hackers can destroy any user computer but even emails or websites may contain viruses. Desktops and laptops can be at risk without any security program and there are different types of protection programs that can be used to protect computers. ... ktops and laptops can be at risk without any security program and there are different types of protection programs that can be used to protect computers. Anti-Virus is software that protects computers from any virus that can occur from downloading files. However, this program can be made by human beings. Many programs can damage the computer in different ways such as Malware, Trojan Horses, Viruses, and Worms. Antivirus software is the most useful way to protect a computer from any harmful viruses. Laptops develop every year and different anti- virus programs are able to be downloaded for the protection of the laptop. However, some of the websites have certificates to tell how secure is the website for the users to feel confident to use it. In addition to this, most of the websites that the user has to check for the secure certificate are the shopping websites because they might contain a type of virus to save their personal information such as the credit card information. At this po int another important point will be highlighted, which is data transmission which is the physical transfer __ data from one point to another. These data transmissions consist of different channels which are: copper wires, wireless, storage media, and optical fibres. These types which a user can share any data with others but there is a security code that can be used for some of them like wireless a security pin number can be set up. This security pin has to be used so no one can access through the user's computer without their permission. 2. Finding new programs to avoid the IT security "comparing two best security programs" 2.1 Firewall Firewalls are a software program that has the ability to block unsecured ports on the laptop. There are three different types of firewalls: stateful

Tampa Bay Buccaneers Essay Example | Topics and Well Written Essays - 500 words

Tampa Bay Buccaneers - Essay Example Dunn’s reason for failing to complete the project on time was that the city failed to honour their terms of the contract. This paper will examine the contract, and who, between the two parties, is liable for a lawsuit. Under contract law, there are legal promises made to parties getting into an agreement (Monahan, 2001). Dunn, in this case, was entering into an arrangement with the city to start and complete the new city stadium. He knew of the time factor, but was ready to meet the challenge. However, his non-completion meant that he did not honour the terms of the agreement. The contract involved a bargain between Dunn and the city. He was liable to pay the city for all the financial damages the city might have incurred during the pre-season. Dunn, however, did not enter into the agreement alone. The city also made legal promises to him, which according to him, it did not fulfil. Their failure to honour some of the promises made to him by the city resulted in his failure to complete the project. The contract implied that Dunn would receive safety detail while working on the stadium. They, unfortunately, failed to fulfil their part of the deal. This meant that Dunn was responsible for everything that went on while working to complete the stadium. He catered for everything that was required while working on the project, in order to fulfil his end of the contract. The reason for his failure to complete the project on time was, therefore, justified. He incurred extra costs that should have been the city’s responsibility. Dunn, in the long run, should not pay any damages to the city. They should pay him for the extra amount of capital he might have put into the project. This is extra capital the city should have been catering for as part of their contract deal. While the pre-season started and the games shifted to another stadium, the Tampa Bay Buccaneers received an amount for their fans moving to watch their games in the other city’s stadium.

The Russo-Japanese War. Japans Coming of Age Essay

The Russo-Japanese War. Japans Coming of Age - Essay Example attle hours before the formal declaration of war was delivered; Japan developed a tactic that was to become her hall mark years later (the "sneak attack.")4 Technically not a violation, because of the ultimatum, Japan mastered this diplomatic concealment tactic along with the same concealment tactic on the battlefield. The Battle of Mukden, in Manchuria saw the first uses of suppressive fire to help a "pincer" flanking movement encircle an enemy. A highly successful military tactic that has been widely used in numerous battles from WWII, to Generals Gaip's surrounding of the French at Dien Binh Phu, Vietnam. Even modern day generals, like American General H. Norman Schwarzkopf, used this tactic in Desert Storm I - "Hail Mary."5 The significance of these tactics are important only became they directly influenced the eventual outcome of the war. Of course the butchery associated with the battles and the willingness of the Japanese soldier to sacrifice his life in battle, has also led to scars on the Japanese people that will long stand in the minds of historians. The actual outcome of the war was not as significant as the perception the world had on that outcome. The statistics (Imperial Russia, Strength 500,000, Casualties 25,331 Killed 146,032 Wounded; Empire of Japan, Strength 400,000, Casualties 47,387 Killed 173,425 Wounded6) are skewed by the summary affects the perception had on Russia and Japan. From a statistical point, all must conclude that Japan lost and Russia won this war. Japan had 87% more fatalities than Russia and 29% more total casualties. From a body count Japan should surely have been considered the looser; however, that count alone does not signify the outcome. Most major battles were won by the Japanese (even though they may have had... Both powers, Russia and Japan, desired to increase their â€Å"sphere of influence† within the Asian continent, mainly at the expense of China. Japan had been forced to open its doors to Western influence by America in 1854 and the 250-year rule of the Shoguns was brought to a close by Emperor Mutsuhito (Meiji - enlightened rule - 1868-1912.) Feudal systems were abolished and western attitudes on trade were introduced and embraced. Japan desired to become a global leader like the European nations of that time. Russia, on the other hand, believed they had the strongest military in the world. It was recognized by other European nations that Russia was an established world power, with all the rights and privileges that afforded. Appearing as a world power, Russia had internal turmoil that was secretly plotting the loss to Japan in Asia that was to follow. The loss of the Russian Fleet and territories was not received well in Russia. With the loss of Russian prestige in the war th e esteem of the monarchy was also lost. The country’s coffers were drained by the cost of the expensive Trans Siberian Railroad project ending with this costly war. Japan on the other hand was seen as a victor. The nation was upset with many of the terms of the Treaty of Portsmouth but the world saw the Japanese as a growing power. More importantly the Asian countries noticed that another Asian country could defeat a large European nation. For Japan the territorial land grab was just starting. Each of Japan’s subsequent action fortified her belief in Japanese superiority and Asian Influence Rights led by Japan. This belief would culminate with the creation of the Greater East Asian Co-Prosperity Sphere and ultimately be challenged 36 years later.

Halloween Movie Review Example | Topics and Well Written Essays - 500 words

Halloween - Movie Review Example After 15 years, Micheal Myer broke out of Sanitarium, more so releasing all other patients and stole the station wagon. He damaged his room and noticeably craved â€Å"sister† behind the door. Micheal broke into a hardware store and stole a Halloween mask with a robe and few knives. He started chasing Laurie, mean while methodically killed all her friends including Annie, Lynda, and Bob to isolate her. It was Wallace residence where Micheal placed all the three bodies strategically knowing well the Laurie will come.When Laurie entered Wallace residence, found bodies of her friends became afraid. After fully confusing her, Micheal attacked Laurie. Her hand sliced off by Micheal slipped down stairs resulted in a broken ankle. Laurie, a courageous girl didn’t give up and escaped to Doyle’s House. Micheal also managed to get in the house; Laurie kept him at bay by stabbing him with a knitting needle. Laurie a masculine girl, during the fight, snatched the knife from Micheal and stabbed him in the stomach. Doctor Samuel Loomis gave entry and fired aimed shot on to Micheal. Having been received five rounds Micheal managed to escape from a window. Laurie was evacuated to hospital, in the state of shock, was tranquilized by a doctor. Only after she woke up, came to know about Micheal reality as his elder brother. Micheal followed her, killed many people at a hospital in search of Laurie. Along with Doctor Samuel and Jimmy, Laurie gave a brilliant fight to Micheal; she fired at his eyes with the gun given to her by Jimmy.

A Friend in Need Is Friend Indeed Essay Example | Topics and Well Written Essays - 1250 words

A Friend in Need Is Friend Indeed - Essay Example Broken houses and schools, gaping cracks in the land, blocked tracks with land slide and the stench of human flesh when you pass through an area, where there "used to be" a settlement, were the sights which had for the time being overpowered the beauty of the Nature. During John's initial deployment, while driving through the area seeing dead bodies of men, women and children, half visible and half buried in the debris of the accommodation, which they once thought to protect them from the hazards of weather, were a common site. John could not realize the beauty of the area due to these gory sights for almost six months. Then he was provided with an assistant Akbar. He was a local lad. 30 years of age, 5 ft 7, thin built, fair complexion and a sea of wretchedness in his eyes. Eyes do really say a lot. It was as if there had also been an earth quake in the eyes of Akbar which demolished all the foundations on which the palace of hope of better life is built. John noticed that his eyes only sparkle when they suddenly starts getting wet, sometimes talking with him and at times just sitting beside him looking around when they were driving through the area. John was sure that Akbar was the one whose life had been permanently and irreversibly shaken by the earth quake almost a year back. John was not sure how many times he wanted to ask about the back ground of Akbar. There were many questions keep coming to his mind. Did Akbar lose his loved ones in the earthquake How he thinks about the life now How he is managing his shock Does he require help Was there any way John can help him Was there any way he can bring back the sparkle in his eyes which was a common thing in any one's eyes who longs for life There seem to be thousands of more questions coming in the mind of John. All these questions keep on resonating in his mind, urging him to inquire, pressing him, teasing him and always making him feel as if his mind is occupied. Initially they come one by one, one questi on leading to another then another then another but soon their speed increase and they follow with such speed that John loose their comprehension and then they all merge into one big question "Should John ask Akbar about his past" Always there used to be two answers, one part of John saying "Yes" because Akbar was his partner and knowing his past was his moral obligation. The other part saying "No" as it will remind Akbar about his grief, increasing the dampness and quietness in his eyes and character. Which part to hear And which part was right Was not yet decided by John. On 20 April 2007, John along with Akbar was moving in the area on a jeep. It had just stopped raining. Both were sitting quietly. John was driving and enjoying the local beauty, it seemed that entire area had taken a bath and was looking fresh and pompous. While moving on the track, on one side were the mountain and the other 20 feet down below a stream flowing. The noise of stream could be heard as soon as the rain stopped as if it was requesting the clouds to give more of its basic ingredient. Every now and then the rain starts pouring down heavily (as if fulfilling the request of stream) and making sound on the roof of the jeep to an extent that John and Akbar could not talk, if at all they tried. But Akbar was not at all interested in talking as always. Giving short and crisp answers to any inquiry made by John. As they

Develop strategic HRM plans and policies for an organisation Essay

Develop strategic HRM plans and policies for an organisation - Essay Example The main aspects which are identified include areas of recruitment and selections, training and development, communication programs, performance management systems and even conflict management. Besides implementing fairness in all of the above HR aspects it is recommended that the organizations provides a common platform for all in which they could voice any problem faced with regards to diversity. Hurdle free communication channels, instant and continuous support from executives for resolving diversity issues and grievances handling are particularly recommended. Table of Contents Executive Summary 2 Introduction 4 HRM plans and policies for an organization operating in the global business environment 5 Conclusion and Recommendations 11 Bibliography 15 Introduction Today’s organizations seek to attain excellence through diversity. However, the term diversity is often seen to raise controversy, confusion and complication. However, despite the various severe implications of dive rsity, organizations continue to encourage diversity at the workplace. This is primarily applicable for the large and multinational organizations which have multinational presence across all corners of the globe. The word diversity immediately brings to mind the differences in race and ethnicity rather than gender of the workforce. In other words diversity is defined as those human qualities and characteristics which different between individuals and groups but are existent in the people outside the group. It is rather important to realize that the concept of diversity includes very many different dimensions apart from age, gender, race, geographic location, religious beliefs, work experiences etc. These dimensions have important implications for performance and productivity, success and motivation and interactions among employees in the organization. It is important that organizations use these dimensions to their use and advantage rather than focusing on their elimination. That is why managing diversity has emerged as a popular concept in organizational scenario today and is widely practiced in almost all organizations; the multinational organizations in particular. They accept the fact that diversity contributes to the richness of the organization and enhances the quality of organizational life for groups and individuals. Today’s organizations take pride in workforce differences and use them to their own benefit. The project seeks to make an analysis of the various dimensions of diversity in organizations and their implications in organizational life. Based on the analysis it developed human resource management policies and practices aimed at managing a diverse workforce in the global organizations. Specific recommendations are provided in the form of strategic HRM plans for an organization which is expanding its presence in the global market. HRM plans and policies for an organization operating in the global business environment Organizations workin g in the global market must strive to create a harmonious and inclusive environment as it enhances their reputation as being favorable recruiters and allows them to attract and retain the best talents from the industry. The main aspect of managing a diverse workforce is to provide employees with the feeling of inclusiveness, rewarded and valued despite their differences. This helps to motivate them and attain their maximum engagement at the workplace. In a survey

The Major General Environment Developments that Impinge Upon the Europ Essay

The Major General Environment Developments that Impinge Upon the European Automotive Industry - Essay Example Further Europe has highly evolved manufacturing facilities with automobiles constituting 36% of the total manufacturing of Europe. Of the five major automobile giants General Motors, Toyota Ford, Daimler-Benz, and Volkswagen, the last two are indigenous to Europe but all have a strong European presence with a number of smaller groups adding to the competition. GM markets its products under popular brand names of Opel and Vauxhall. The Ford Europe has staged major acquisitions in Europe by buying Land Rover, Aston Martin, and Volvo, Jaguar. Ford was the first US company to set up its manufacturing base in Europe as far back as 1920. Volkswagen, the German manufacturer is the most aggressive of all the European companies having acquired brands like Skoda, Bentley, Lamborghini, Audi, Buggati, and Seat. Since the early twentieth-century European car manufacturers enjoyed the competitive advantage due to their location. Europe accounted for the maximum percentage of consumers while it also has the largest number of manufacturers. However, it faced the first trans-continental threats first from the US car majors like Ford, GM in the early twentieth century and then from the highly efficient Japanese cars in the 70s. Political: Europe is an economically integrated region of 27 countries. The industries have to conform to near equality in trade laws and manufacturing standards especially the emission standards of the European Union. European Commission, for example, wants to do away with the rigid system of national car dealers (Madslien). Since dismantling of the Communist regimes in the Warsaw Pact countries, a large East European market has opened up for the European manufacturer. Due to the advantage provided by a common culture and proximate culture, the European automotive manufacturers were quick to capitalise on it. Companies like Volkswagen, Ford Europe, Daimler-Benz, and Peugeot Citroen have set up manufacturing facilities in East Europe.  Ã‚  

Percy Jackson and the Lightning Theif Essay Example for Free

Percy Jackson and the Lightning Theif Essay Percy Jackson and the Lightning Thief is an amazing book (in my opinion) that was created by Rick Riordan. I enjoyed this book a lot because of all the detain that Mr. Riordan had put into the book and with all of the facts about Ancient Greek myths, I picked it out in the first place because I had became really interested in finding out about different cultures which included Greece . The main character, Percy Jackson, lives in New York city with his mother, Sally Jackson his lazy step-father, Gabe Ugliano. Later on in the story, Percy finds himself living in Camp Half-Blood with his best friend, Grover Underwood. Camp Half-Blood is for children with Greek Godly parents. All children who go to the camp have ADHD Dyslexia. The camp is on Long Island Sound and is funded by a strawberry farm that the camp takes care of. I think that the book is placed in the modern days. You can figure it out because in the camp, you are forbidden from bringing any electronics, such as cell phones since it can easily attract monsters. One of the main events in the book is when Percy and his class are on a field trip to the Museum of Natural History. As his history teacher, Mr.  Brunner babbles on about the museum, Ms. Dodds (a teacher who came along) pulls Percy away from the group and into the Roman Greek center. Just after entering the room (no one else is in there), Ms. Dodds turns into this hideous monster with glowing red eyes, wings long fingers. Obviously, she wasnt human. Ms. Dodds lunges at Percy (who was still confused and shocked) until Mr. Brunner comes running into the room. The history teacher throws a pen at Percy and out comes a sword that Mr. Brunner used in class during special events. Percy kills Ms.  Dodds after that (she turns into gold dust) and later returns to the school bus. Nobody in his class remembers Ms. Dodds when Percy asked Grover, he looked very nervous before replying. Obviously, something was going on. A second major event is when Percy and his mom go to Montauk stay in a cabin at the beach where his mother and father had met. Later at night, a hurricane is starting to form Grover suddenly shows up with (as Percy describes it) Shag carpet pants on . Grover urges Percy and his mom to leave immediately the three of them hop into Sallys car. Percy soon learns that Grover is actually a satyr though he had called him a half-goat at first which offended Grover. As their car speeds away from the cabin, a strike of lightening hits the car which makes the car swivel into a ditch giving them an image of a beast of some sort charging towards their car. The three of them escape the car and run (Though Grover was unconscious). The beast was actually a minotaur (half-man, half-bull) and it kills Sally. Percy builds up his strength and pulls out its horn and stabs it, turning it into dust. He soon passes out. That event gave Percy the urge to go rescue is mother from the Underworld. . Later in the story, Percy finds out who his father really is. The camp decides to play capture the flag. Percy is assigned to patrol a small creek by Annabeth Chase (daughter of Athena) is suddenly attacked by a group of Ares children, Clarisse La Rue her siblings. They came back for revenge because he had humiliated her and her siblings by shooting toilet water in their faces just as Clarisse was about to shove his face into the toilet. Clarisse charges at Percy with her electric spear given to her as a gift and Percy stumbles into the creek. Instead of feeling weak, he suddenly feels a sudden surge of power go through his r his head. Poseidon. . . Earth shaker, Storm binger, Father of horses, Hail Perseus Jackson. son of the Sea God. body. But then something happened. The water seemed to wake my senses, as if Id just had a bag of my moms double-espresso jelly beans . Percy, suddenly feeling a lot of strength, fights back against Clarisse her siblings until they are all defeated. Percy even snaps Clarisses spear in half. Luke Castellan (son of Hermes) captures the flag for Percys team Percy tries to step out of the water, suddenly feeling weak again. Suddenly, a black hound the size of a rhino, with lava-red eyes and fangs like daggers appears out of nowhere and attacks Percy, ripping through his armour. Chiron (Aka: Mr. Brunner and centaur) shoots several arrows at it and Percy staggers back into the water and an image of a trident appears ove Another main event is when Percy finds out who had stolen Zeus Master Hades Helm of Darkness before returning to camp half-blood, Percy had gotten into fight with Ares, the God of War. The war God had given Percy a backpack in the beginning of his quest inside of it was Zeus bolt the entire time. Ares confesses that he stole the Helm of Darkness and Lightning Bolt from the original thief, planning on making a war between Hades Zeus. Percy and Ares get into a fight Percy eventually wins, earning the Helm of Darkness, A helmet of Hades that was stolen from him. Percy, Annabeth Grover fly to New York from California to return the bolt to Mt. Olympus on the top of Empire State Building. Percy returns the lightning bolt alone while Annabeth Grover go back to the camp. After returning the bolt, Percy meets his father and who had acknowledged him as his son. Percy returns to Camp Half-Blood as a hero at the end of summer, Luke Castellan confesses to Percy that he had stolen the bolt helm before attempting to kill him with a scorpion. Luke runs away while Percy is saved by a group of wood nymphs . The main character is of course, Percy Jackson . He is described fairly tall, good looking with bright green eyes and jet black hair. Percy is introduced as a troubled twelve year old. His green eyes often remind his mother of his father. Percy is considered very troubled. He gets irritated when called by his first name which is Perseus and has been expelled from every single school that he had been to. Throughout the book, Percy becomes stronger in both physical and mental ways. He becomes more brave, confident, and learns that he is a natural leader. Percy is also very willing to risk his life for others. He showed that trait by journeying to the underworld to get his mother back. Percy hopes that he can bring back Zeus Master Bolt get his mother back before its too late. Percy is described the protagonist in the book while the antagonist isnt exactly shown until later in the book. While Percy, Annabeth and Grover do the best they can while out on the quest, Luke Castellan was the unsuspecting villain. Luke always acted nice towards Percy, trying to get close. When he had given Percy flying shoes to help him in the quest, Luke had meant it to lead Percy to his death. Overall, I enjoyed this book a lot and I give it a nine out of ten. The book is filled with lots of adventure (theres never a dull moment) comedy things that people now a days would consider, fake or untrue even though it is very interesting. I recommend this book to all ages but a bit more to people ages 10 to 12, even teenagers. I recommend it around that age because thats around the age where you start to become more curious about things out there in the world. You start to become more open and realize what you really are interested in and Percy Jackson and The Lightning Thief is a great book to realize what types of book genre youre interested in it helps show you that there is always a hidden potential inside of you.

Every Child Matters: Green Paper

Every Child Matters: Green Paper In 2003 the Government released the original Every Child Matters: Green paper, it was a response to the Joint Chief Inspectors report on the findings of Lord Lamings (Victoria Climbies death) public enquiry. It highlighted many failings from services to communicate and intervene. It set out proposals on how to address the issues of concern that had been identified and suggested measures that were needed to improve and reform childcare The Green Paper identified four areas of action: Support for parents and carers Effective protection and early intervention Accountability and poor integration Reform of the workforce The aim was to not only protect children but also to enable children to improve and fulfil their lives. The Green Paper built upon the foundations of Sure Start, aiming to eradicate child poverty and raising school standards. The success of the Green Paper led to the paper being transformed in to Every Child Matters: The Next Steps. Alongside this and with the support of the Houses of Parliament, the 1998 Childrens Act was reformed and adapted into The Childrens Act 2004. This Act aimed to encourage. It also aimed to ensure that LAs (Local Authorities) were given more flexibility when implementing their provision. One result of this act was the development of Local Safeguarding Childrens Boards. These boards aimed to co-ordinate between all LAs in a local area in order to safeguard children. The Act also resulted in the formation of the Every Child Matters Framework Every Child Matters: Change for Children, became a national framework. The title Every Child Matters was used to amalgamate all of the documents, that aimed to organise and deliver services that ensured every child and young person became an active member of society. There was also the aim of preventions as opposed to just dealing with the consequences. For this to work the framework suggested multi-agency collaboration from all those working with children and young people. Through this collaboration of services it would hopefully allow children and young people to achieve the five outcomes of the The Children Act 2004 (Section 10). Section 10 requires public services to ensure all children and young people are: Protected from neglect and harm Have the right to education, training and recreation Physical and mental health and emotional well-being Contributing to society Achieve social and economic well-being These are summarised as enabling children or young people to: Stay Safe, Be Healthy, Make a Positive Contribution, Enjoy and Achieve, and Achieve Economic Well-Being. These five outcomes are referenced to throughout Every Child Matters. To ensure all children and young people progress against these outcomes, policies and practices needed to be developed and implemented. The framework also focused on trying to ensure every child had provision regardless of their background or circumstances, and to enable children and young people to have a greater say about the issues and problems that affect them collectively and as individuals. This was evident in 2005, when the first Childrens Commissioner for England was elected; this gave a voice for children. This was one action aimed to prevent problems rather than dealing with consequences. As well as this the framework was seen as an inescapable moral imperative that it intended to assist a radical reform of services In 2007 The Childrens Plan was published, this aimed to build upon the Every Child Matters framework. The Childrens Plan: Building Brighter Future was a ten year plan that aimed to centralise children and young people, and increasing the focus on parental roles and the wider communities. The Plan focused on the Childrens Trusts, and believed that this was central to delivering quality, and set high expectations of them to deliver. The Childrens Trusts had similar aims to those of the Local Safeguarding Children Boards, they both aimed to collaborate. The Trusts take the child centred approach and use an integrated strategy of joint planning and commissioning, and pooled budgets. This inter agency co-operation aims to be sustainable by using a shared language and similar processes. Working in this manner means that the trust will hopefully be able to deliver a service that is very child centred, and has no restrictions from professional boundaries or any other existing agencies. Other frameworks, initiatives, acts and policies that have been a result of, or linked to, the Every Child Matters policy include Working Together to Safeguard Children (2006) and The Equality Act (2006). My Local Authority has made many changes and developed many policies. The LA has developed a policy on e-safety, explaining the risks and what can be done to stay safe. They have also developed an Assessment and Response to Children System (ARCS). This explains the Common Assessment Framework (CAF) and how it aims to assess The LA are also currently undertaking a consultation of the Thurrocks Draft Children and Young Peoples Plan 2010-2013 (CYPP). This is the revised plan is signed up to by many organisations that provide key services for children and young people in Thurrock (including the Council, the NHS, the Police, schools and colleges and the voluntary sector). It sets out the priorities for the Childrens Trust, based on the analysis of the needs of children and young people, and what has been learnt through various consultations and interactions with children, young people, their parents, carers and professionals. These plans have to be prepared by every area in the country and the Department of Children Schools and Families (DFSF) provide guidance to help them do this. These plans will form the main planning document of all Childrens Trust agencies, and partner agencies, meaning that whatever is done with children and young people in Thurrock it will contribute to achieving the collective ambiti ons everybody has for them. Thurrock Children Young Peoples Plan 2007-10, developed many policies such as Each Child, Every Young Person, All Agencies Our Plan 2007 2010. This identified the priorities that were needed and the goals to be set in order for all children and young people in Thurrock to be able to achieve the five outcomes of ECM. It aimed to improve services in Thurrock over the past three years. The plan was delivered through the Children and Young Peoples Strategic Partnership (CYPSP), which aims to meet the need of children and young people in Thurrock. It sets out 12 goals that they aimed to achieve to be able to meet the ultimate five goals of ECM. In January of this year A Review of School Improvement was also conducted by Peter Wylie for Thurrock Council. It was a review of how effective school improvement services in Thurrock were, and it went on to propose options for the future whilst keeping in mind the local and national policy priorities. One such policy: Your child, your schools, our future: building a 21st century schools system aims to create a school system. It is a system that aims to respond to changes in economy and society and enable every child to enjoy growing up, and develop their potential and talent. It also gives them the broad skills they will need for the future. There are many guidelines, policies and legislation in place to ensure children are protected and achieve wellbeing, and each covers various areas and ensures multiagency collaboration. As a trainee teacher and a qualified teacher I will need to be aware of these because they underpin everything that I do. Within school and within my teaching and planning, the five key principles of the ECM framework must be at the forefront of my mind, they need to be at the heart of every aspect of the school, including. Within Every Child Matters, at the heart of the curriculum it states that ECM requires teachers to be committed and passionate, and offer. It also states that teaching should include activities that are beyond the school, that involve parents and relate to real life experience. It also suggests. The curriculum is designed with ECM at the centre; the design features address all 5 aspects, such as ensuring children are given the opportunity to learn in many subjects, and in a variety of settings and environments. ECM is at the centre when considering and ensuring opportunities for events such as productions and sports days, and when considering the schools routines. Also when considering any extended hours, offering opportunities before, during and after school, and links with health and social agencies. Young peoples lives are centred around school, and they clearly have an important part to play in supporting children to achieve the five aspects of ECM. Schools need to take into account the needs of all learners when planning. I will now consider how each aspect is/can be promoted in the curriculum. Schools can promote being healthy and staying safe by having a positive school ethos, which promotes inclusion. It should also follow many policies and procedures, to ensure children stay safe. When working as a Trainee Teacher and a qualified teacher I will need to be aware of all the policies that the school follows and ensure I am kept up to date with these. For example: safeguarding and health and safety policies. Some procedures for this might be: questioning any adults in the school without a name badge; and safety hinges on doors. I will also need to ensure I promote inclusion by methods such as personalisation. The school in which I am training tries very hard to ensure that children stay healthy. They have gained the Healthy School Award and have recently been given The Sports Unlimited Award. The school now offers a range of after school and lunchtime clubs, and provides healthy snacks for Foundation Stage and KS1 children. The school also brings in coaches to take P.E. lessons, to motivate learners and teach them the sport that they are experts in. Drinking water is provided throughout the day and each child has their own water bottle for them to drink from when in lessons. The school also actively promotes walking or cycling to school, and conducts cycling proficiency for pupils. Over the past year lunchtimes have become more structured with MDA and LSAs taking structured activities. Another good initiative that the school has adopted is the use of peer buddying and mentoring, with each adult in the school mentoring at least one child that is in need. The school also provides opportunit ies for learners to grow vegetables. As well as having regular assemblies taken by police officers and visits from health workers. The school makes many links between the community with visits to sing at old peoples homes and links with reading schemes through the library. When I am planning and teaching I will need to ensure that I use circle time to explore health and personal issues as well as encourage debate and peer decisions. I could also provide a quiet area within my classroom where children are able to take time out. Opportunities should be given to promote and encourage and to learn to be healthy in many subjects. I will need to be aware of this and apply them in my teaching. A few examples include: allowing for leaners to be empowered through making their own decisions, encouraging diversity, respecting difference and teaching them about their own identity, and using mathematics to investigate data on diet and health. History could also be used to explore community history and individual identity. Schools have the responsibility to ensure children are able to enjoy and achieve whilst staying safe when they are at school, through a wide range of policies and procedures. For example rules for how to use equipment safely, safeguarding, carrying out risk assessments, and bullying policies. However the staying safe element of ECM goes much further than the school and it is about. The school in which I am training provides many opportunities to ensure children are able to stay safe. They provide day and residential trips and set rules around the school based upon the schools Core values. With the increase in the use of the internet, the LA have also developed a policy for E-safety. The school provides mentoring and home work clubs to ensure the learners dont fall behind with work and also provide pupils with the opportunities to discuss any issues they may have. The school also has a council that acts as the student voice and gets learners more involved in the school. The school also encourages confidence for children to speak out, and uses role play, performances and presentations to promote this. The school uses visits from outside professionals, such as community police officers, and before any school trips, a safety check has to be conducted. There are also many opportunities to promote staying safe in the subjects that are being taught in my school. For example art, and design and technology could be used to promote safe practice and managing risks that may occur. ICT could be used to develop safety, such as questioning information and how to sit correctly at computer, i.e. .posture. When Teaching I need to be aware of how I can incorporate staying safe in my planning and in my classroom. I would also need to use the schools Core Values to assist safety and set class rules with the children. I will also need to take some responsibility in ensuring the school is safe, because it is everybodys responsibility not just the head teachers or senior managers. I could use stories in my class to deal with behaviours such as bullying and challenging stereotypes, resolving conflict and consequences. Schools need to ensure every child is making a positive contribution by ensuring the environment is created to encourage all to participate. They also give learners a voice, and vary in teaching strategies. The school where I am training has a school council that provides the children with a voice to speak out. In the Every Child Matters, at the heart of the curriculum booklet it states that if the children are aware that they have the opportunity to enrich the lives of others and support and care for them, and ultimately change things for the better, then they are much more likely to be more sociable beyond the school gates. The school I will be training at provides opportunities across the curriculum to ensure children give a positive contribution. The school council gives the opportunity to make decisions such as what equipment shall be built in the playground. It is important that children are able to make choices that have a true impact. Learners are also given various responsibilities around the school such as being responsible for the library, putting books away or giving them out, watering and looking after the garden, and collecting the register. They also encourage learners to participate in clubs and projects around the school. The school offers various clubs and everybody participates in the Christmas plays, as well as using buddying and mentoring schemes. They make links with the community through projects such as Christmas singing and also use such projects to raise money for charities. I will need to be aware of these points to ensure that I incorporate them into my classroom, for example by giving children responsibilities. I will also need to be aware of the ways the children can offer a positive contribution in certain subjects, such as promoting group work in English, including listening, speaking and responding to others, or encouraging children to contribute to a performance in music. When I am teaching I will need to ensure I enable and provide children with an opportunity to speak out and tell me the support they need, and provide an environment which is created for all to be able to participate in. I could use various methods to promote positive contribution such as using talk partners, incentives and mentors. Enjoying and Achieving is promoted in schools by lessons always taking account for different learning styles and abilities, thus ensuring that learners enjoy their learning. To ensure they enjoy and achieve, I may need to refer a child that may need more specialist help, research any needs they may have, differentiate and personalise my lessons, and celebrate achievements. If children are enjoying learning and have good supportive relationships, they are more likely to achieve. Every child has a talent, and it is the responsibility of the school to uncover these talents and ensure that all young people view themselves as a success and can live a fulfilling life. This means that the curriculum needs to be full of challenges and surprises. Children need to be able to build upon their own aptitudes as well as being able to enjoy what they are learning, and should be given opportunities to take on responsibility, whilst always considering each childs individual needs. The school that I am training at offers the pupils many opportunities to achieve and enjoy across the curriculum. The school gives each year group a topic every term, this allows children to see links between subjects, and provides them with opportunities to deeply explore issues. The school provides many trips from adventurous activities to historical sites, and provides opportunities for children to participate in the community through activities and projects. The school also provides many opportunities for children to demonstrate their skills through concerts, plays, and sports, and uses an achievement wall to praise children that achieve and/or participate, as well as having ac hievement assemblies once a week. In the achievement assemblies many awards are given: sporting awards; awards for effort; knowledge and reading; or anything else that is considered an achievement. The school also provides catch-up lessons and additional support through lunchtime and afterschool. I need to ensure that I see the school as a learning community and that I see myself as a lead learner. I will need to ensure that I provide opportunities for children to explore deeply and widely. When I am planning I will try and ensure to incorporate the childrens interest into lessons, and I will also need to ensure I arrange trips to help them to enjoy and achieve. I will need to try and use experts and organisations when teaching, and reach out and use parents where possible. I will also need to fully participate throughout the school to ensure I assist in allowing children to enjoy and achieve. There are many opportunities in lessons where I can plan to ensure children enjoy and achieve. In PSHE I could provide practical learning activities that relate to real life. I could also use real life situations in mathematics or use investigation games and strategies. I will need to be able to incorporate and ensure the children enjoying and achieving is at the heart of my teaching and planning. I must understand that it isnt about just teaching the lesson; it is about them understanding, enjoying and learning from the lesson. Economic wellbeing is about contextualising learning by relating it to the real world, and learners see the value of their learning. It also helps learners to create a. This means that children can achieve a great sense of satisfaction from being responsible for their own future. The school where I will be training uses many opportunities in the curriculum to help children to achieve economic wellbeing. The school provides learning opportunities for children to fundraise, in school or in an outside school setting. The school also encourages children to take on jobs in school such as taking responsibility for the school library or collecting the register. The school also provides leadership opportunities for pupils, such as becoming mentors or part of the school council. The school also actively promotes and embraces cultural difference and diversity. I could help children to achieve economic wellbeing by making them responsible for their dinner money and make it their responsibility to work out any change. I must ensure I encourage children to take on responsibilities in the school and in the class. There are many opportunities for learners to achieve economic wellbeing in subjects. For example I could use English to develop communication skills, and expressing views and ideas effectively. Learners could also develop their skills in obtaining information, analysing it, and evaluating it in science. P.E. could be used to teach children to work both as an individual and as part of team. When considering my personal development, my priority is to learn how to plan correctly, ensuring I use various learning environments and take into account the different childrens contexts. I will need to sit down with my School Based Trainer and maybe the classs last teacher, and consider each childs context. I will then be able to use this to personalise and differentiate planning. It will also inform me of the childrens interests, this will help me to plan for their interests and ensure they enjoy the lessons. ECM has greatly affected education and the way teachers teach. It has impacted many areas from, planning, safety, and dealing with behaviour. It has played a major part in radically reforming many children and young peoples services and lives. It is important however to not only praise the policy but also to criticise the policy in order for it to be developed and improved. This can be seen in the development from the Green Paper. At every stage the original policy aims were evaluated and then reset. For ECM to fully achieve its aims it is important that there needs to be multi-disciplinary work, and that teams and colleagues need to continuously reflect and evaluate. The overall effect of Every Child Matters and been massive, and Im sure that the results will continue to be seen for many years to come. Why Doesnt the UK Have a Constitution? Why Doesnt the UK Have a Constitution? Does the UK need a Republican Constitution? ANSWER There is a long and a short answer to this question. The short answer is â€Å"No†. The long answer is â€Å"Definitely not.† This may seem a flippant response, but this commentator predicts that it is precisely the kind of reaction that this question would engender in the majority of United Kingdom lawyers, commentators and politicians. Moreover, justification of this negative response is likely to be equally pithy: If it ’aint broke, don’t fix it. The United Kingdom is a stable, peaceful and wealthy constitutional monarchy. It is very far indeed from â€Å"broke†. Human rights are protected, the power of the state and its agencies are subject to the rule of law, corruption is relatively minimal and our legal system, welfare state and national health service are envied the world over. Democracy functions well, or at least relatively well in comparison with examples overseas. The Queen is generally respected and in many quarters cherished as a national figurehead. UK armed forces police the world and we have a seat at the highest global tables exercising far more influence over world affairs than our size and population merit. There is little in the way of civil strife or serious unrest no state of emergency or sense of impending doom. Our system, with all its typically British foibles and idiosyncrasies, undeniably works, and has done for the greater part of one thousand years.[1] It may seem like a prosaic claim but it is a blunt fact that almost no other country in the world can lay claim to a history the like of which graces these islands. The question as to whether the United Kingdom needs a Republican constitution is therefore unarguably flawed. Of course it doesn’t need a Republican constitution. The Status Quo The United Kingdom operates as a constitutional monarchy with a bicameral (two house) parliament comprised of the House of Commons and the House of Lords. Supreme executive power is technically invested in the Crown, but in practice this power is discharged in the name of the Crown by ministers of state led by the Prime Minister. The House of Lords acts as essentially as a consulting chamber and while it can delay the enactment of legislation even the fact that it is comprised of appointed rather than elected members has proved advantageous, because it leaves the authority of the House of Commons unchallenged. The system works and there is no sign of imminent frailty or jeopardy to the status quo. There is no formal separation of powers between the executive and the legislature and while the Sovereign in Parliament stands as the supreme legislative authority, ministers carry out the agenda and work of the government. In the House of Lords, Law Lords sit as judges in the Appellate Committee and they also play a full part in the legislative work of the House. All that said it must be conceded that the United Kingdom does not actually possess a formal constitution at all.[2] The United Kingdom is one of a tiny minority of countries that lack a single comprehensive document laying down the legal system of the state, the roles and functions of the apparatus of government and the procedural rules by which it should operate. It is submitted that such documents have proved useful in other countries as the ultimate statement of a nation’s supreme law with the sovereign legal authority to empower a nominated constitutional court to rule acts of the legislature illegal if they are found to contravene the rights entailed within. However, that revelation aside, it does not appear to matter that the United Kingdom lacks a single constitutional document. Our constitutional basis is found in piecemeal form shot through our entire system of government. Aspects of the United Kingdom’s constitutional system can be found in a multiplicity of rules that establish and govern the very practice of governance. It is a time-honoured system founded on a combination of Acts of Parliament conventions, judicial decisions and political practice. Perhaps it could not work in every state, but it appears to work here. A New Republican Horizon? Need it be said, a Republican Constitution would demand the abolition of the monarchy or more realistically a dramatic reduction in the power of the monarchy and a transfer of authority to, for example a Presidential executive. None of the mainstream political parties subscribe to such an ambition and one must descend to the third tier of political activity before the issue attracts even a modicum of fringe support. This commentator could identify only one Republican pressure group with a significant presence on the Internet, and even this group professes to have no political ambitions of its own.[3] This suggests that the issue of a new Republican Constitution for the United Kingdom, while titillating for students of politics and law, is simply not on the agenda. One could easily infer that the reason it is not on the agenda is that there is no perception of current need or even of current advantage, inherent in such a move. This view, which is as stated is held by the overwhelming majority of political actors and commentators, speaks for itself. It is a view that may well change over time as future events are unpredictable, and the succession to the throne of Charles may weaken the prestige of the Crown. However, with the popular Prince William waiting in the wings that may only be a temporary blip in the history of the British monarchy. Concluding Comments It is submitted that there can be only one reasonable response to this question and that is, as stated in the introduction to this paper â€Å"No†. The fault lies in the question itself and in particular with the use of the word need. The United Kingdom has developed into one of the most successful countries in the world. This commentator can see no imperative demanding immediate constitutional reform.[4] It would have made for a more interesting intellectual exercise if the question had asked if the United Kingdom would benefit from a Republican constitution? Does it need a Republican constitution? From the perspective of 2006, the answer is manifestly and unequivocally No. Indeed, this commentator would go further: it is argued that the United Kingdom seems to operate quite satisfactorily without any formal constitution at all. BIBLIOGRAPHY Brazier, R., Constitutional Reform: Re-Shaping the British Political System. (1998) Oxford University Press Dicey, A.V., Introduction to the study of the law of the constitution. (1959) London, Macmillan Republic: The Campaign for an Elected Head of State: http://www.republic.org.uk/faqs.htm Oliver, D., Constitutional Reform in the UK, (2003) Oxford University Press Footnotes [1] For comment see: Brazier, R., Constitutional Reform: Re-Shaping the British Political System. (1998) Oxford University Press. [2] For insightful comment see: Dicey, A.V., Introduction to the study of the law of the constitution. (1959) London, Macmillan. [3] See: http://www.republic.org.uk/faqs.htm. [4] Contrast the views of: Oliver, D., Constitutional Reform in the UK, (2003) Oxford University Press.

Purpose of Phenomenological Research

Purpose of Phenomenological Research Understanding the meaning of peoples lived experiences is the focus of phenomenology (McConnell-Henry, Chapman, Francis, 2009). Phenomenology is the philosophy or method of inquiry whereby all truths are understood through self awareness (Dictionary.com Unabridged, 2006). Ascribed from the words phenomenon and logos, an implied meaning of phenomenology is the logical interpretation of a phenomenon. Phenomena refer to any observed occurrences that are understood in our minds. Whereas logos is the human ability to think and express thoughts clearly into words (Vivilaki Johnson, 2008). In the mind, phenomena are interpreted logically through the use of logos (Vivilaki Johnson, 2008) to enhance meaning and understanding of lifes experiences (Bryne, 2001). Method Philosophical Base Phenomenology can be viewed as atheoretical in that it may not use a pre-selected theoretical framework (Mapp, 2008; Munhall, 2007). The epistemological and ontological theoretical basics of phenomenology have been established for decades by various philosophers with different methods (Mapp, 2008). Therefore, a thorough understanding of the theoretical underpinnings of phenomenology is essential when establishing the methods for a phenomenological research study. When qualitative researchers explain their methods using the phenomenologist they ascribe to, this foundation allows the unique ability of examining the world from a distinct phenomenological perspective. Thus, the philosophy and theory of the method itself guide the study when phenomenology is the theoretical framework (Munhall Chenail, 2008). From a phenomenological viewpoint, the subjective experience of each person is examined for meaning and understanding, and not quantified into statistical data. While the scientific method has centered on the discovery of knowledge with little regard for the meaning of life experiences (Bryne, 2001), phenomenological studies are rising to provide insight into life experiences, particularly those surrounding health (Vivilaki Johnson, 2008). The three schools of thought related to phenomenology include Husserlian, Heideggerian, and Dutch/Urecht. Edmond Husseri, a mathematician, philosopher, and Father of phenomenology, believed the researcher should contain their beliefs and experiences through a process called transcendental consciousness or bracketing to objectively understand and describe the essence of a participants lived experience (Hunter, 2004; Mapp, 2008). The descriptive approach used in Husserlian phenomenology to explain phenomena is further delineated by van Manen (1990) into two forms, immediate and intermediate. The first form refers to the immediate lived experience and the second form is symbolic and refers to a mediated description such as text or art works, revealing greater analysis (van Manen, 1990). In contrast to Husseri, Martin Heidegger, a pupil of Husseri, meshed hermeneutics with phenomenology possibly due to his early theological background. He believed the researcher used previous beliefs and experiences to interpret the participants experience. Heidegger contended that being-in- the-world made it virtually impossible to bracket beliefs because the researchers prior knowledge, or fore-structure, would facilitate understanding the meaning of lived experiences(Mapp, 2008; McConnell-Henry, et al., 2009). There are two features in the interpretative approach used in Husserlian phenomenology. One part points to what the lived experience reveals and the other part points out the meaning of something already interpreted such as art work or text (van Manen, 1990). Both philosophical views, descriptive and interpretative were used with the Dutch/Urecht school of thought (Mapp, 2008; McConnell-Henry, et al., 2009). The philosopher, van Manen, believed the terms descriptive and interpretative could be used interchangeably. He seemingly concurred with the argument that all description is ultimately interpretation (van Manen, 1990). Each of the three philological underpinnings for phenomenology may overlap their theoretical base and generate confusion. This is no surprise given that the meaning of the lived human experiences is diverse with an endless range of inquiries(Hunter, 2004). Key Assumptions Phenomenology is supported by a number of key assumptions (Munhall, 2007; Orb, 2000). Each person involved in the research study will be referred to as participants. Participants are willing to speak openly and truthfully about their experiences. The phenomenological question is a meaning question that is clear and easily understood by the participant. The therapeutic imperative of nursing (advocacy) takes precedence over the research imperative (advancing knowledge) if conflict develops. The ethical system of deontological (people are not to be treated as means) reflects qualitative nursing. The researcher will continually inform the participant, renegotiate, and ask permission as unexpected changes occur during the study to reflect process consenting. The researcher will make no attempts to engage in problem solving. It is possible for the researcher to discover and understand the participants perception and derive meaning of their lived experience. The researcher acknowledges any beliefs, biases, assumptions, or presuppositions that may that may hinder the veracity of the study. The researcher is an active medium for the voice of their participants without altering their life experiences. The sample is adequate and appropriate reflecting saturation and replication. The researcher will not generalize study results. Appropriate Situations for Use Phenomenology is widely used in various areas of research that deal with human experiences such as nursing, psychology, sociology and education (McConnell-Henry, et al., 2009). Several phenomenological nursing research studies were examined. In one study, Clarke (2009) used a reflective diary to provide transparency, self-development, and clarification of her thoughts and feelings as a novice researcher. Another study conducted by Koch (1994) examined the rigor involved in a study of elderly patients who were victims of negligence. A study on spiritual care for the ill patients without religious affiliation identified several implications for policy change to affect current nursing practice and the educational preparation of nurses (Creel, 2007). Research on experienced emergency nurses stressed the importance of knowledge and experience as key to intuition (Lyneham, Parkinson, Denholm, 2008). The final study cited the experience of advance beginner nurses employed in psychiatric facilities with limited educational preparation and the need for change in the ed ucational arena (Waite, 2006). Each of the studies examined were useful in communicating how participants view the world as they experience the studied phenomenon (Munhall, 2007). The results of the studies are most useful when the researcher allows the data to speak to the reader (van Manen, 1990). Most important, the phenomenology studies create hope. In addition, these studies can be used to liberate us from long held beliefs that cut-off the voice of a persons lived experience (Munhall, 2007). Sample Research Questions The questions in phenomenology research are meaning questions and unlike problem questions, they are not designed to be solved. Instead, the questions allow significance and understanding of phenomena. Phenomenological questions are never closed out with a correct answer. These questions remain open to provide new meaning and insight to those who hope to benefit from the response (van Manen, 1990). Phenomenological questions are questions of wonder that resonate in the heart of the researcher whereby the researcher lives the question and becomes the question by questioning over and over again until the question reveals the essence of its nature. In contrast, empirical research allows statistical data to answer the question for masses of people with no regard for the unique lives of participants. The question in phenomenological research focuses on the phenomenon studied and what the experience is really like for the participant. The knowledge derived from the simple question, what is it like? not only helps participants think and talk about their experiences, but it pulls the reader into the phenomenological description and instills wonder about the phenomena revealed and aids understanding of human experiences (van Manen, 1990). Formulating the research question has some similarities to empirical methods in that the research question is formulated according to the chosen philosopher and the aim of the study. For example, if Heidegger is the philosopher, then the question will focus on being in the world. As an example, the question would reflect the experience the being is in and ask: What does it mean to be a human being and have this experience (Munhall, 2007)? According to Munhall (2007), it is imperative that meaning be the primary focus of the study. Sample questions that focus, reflect meaning, and understanding of the phenomenon are as addressed (McConnell-Henry, et al., 2009; Munhall, 2007; van Manen, 1990). What is/are meaning(s) in this experience or phenomenon? What is being described here? What is it like to be a person having this experience? What is it like for those surrounding the person? How is the phenomenon reflected and manifested in human relationships? What is the evolving meaning(s) that surrounds the phenomenon over time and how does this manifest itself in human experience? What is the nature of the lived experience? What does it mean to be a . . . ? What does this . . . mean to you and what do you mean to this . . . ? What does this really mean? Data Analysis Most Common Methods Unlike empirical research, there is no method of procedures that are quickly understood and mastered when conducting phenomenological research (Munhall, 2007). Phenomenology with its emphasis on understanding the lived experience does not lend itself to specific steps in an effort to protect the veracity of the phenomenon (Groenewald, 2004). Description of methods are not designed to be linear procedural steps, but rather a way to understand the approach to phenomenological research (Munhall, 2007; vanManen, 1990). According to van Manen (1990), methods cannot be fixed, but as questions arise during the research, methods may be either discovered or invented. Munhall (2007) purposed a two-fold purpose for developing a phenomenological method of inquiry. Her first intent was to aide students and colleagues in various efforts such as novice researcher understanding, preparation for dissertation proposals, institutional review board approval, and grant applications. Secondly, she wanted qualitative research established with the same credibility and respect as the scientific method (Munhall, 2007). Munhall (2007) derived her analysis method from the work of van Manen. The main philosophical difference between Munhall and van Manen is that Munhall views phenomenological research as a problem solving agent that can effect change in policy and practice. In addition, she believes phenomenological research results can augment the capacity for caring and compassion, and enhance awareness of unknown and erroneous information (Munhall, 2007). An overview of the methods for phenomenological inquiry and data analysis described by Munhall (2007) is compared to the different phenomenological approaches. Table 1 depicts the similarities of three common methods, descriptive/interpretative (van Manen, 1990), descriptive (Waite, 2006), and interpretative hermeneutics (Crist Tanner, 2003). How Results Are Usually Presented Results are written in a narrative format and condensed into a summary of major interpretations. The narrative should reflect the most meaningful aspect of the research study that could shed light on the problem studied and potentiate social change. Participants are generally asked to read the summary to verify the meaning of their lived experiences. Understanding the lived experiences of the people in the world in which they live can have powerful implications for issues such as non-adherent behaviors (Munhall, 2007). Munhall (2007) purports that non-adherent behavior results from not understanding the patient and the meaning of a behavior to the patient. Findings from phenomenology studies should be disseminated to give voice to the lived experiences of the participants (Munhall, 2007). The thrust of phenomenology is to give birth to the ideas of others (Vivilaki Johnson, 2008). Phenomenological research studies are rooted in caring about the experiences of participants and the desire to make a difference. The question upon the completion of the study is So what? These studies command interventions for change that are viable and designed to make a difference (Munhall, 2007).

Shakespeare, Kingship, and the Chain of Being in Macbeth Essay

Shakespeare, Kingship, and the Chain of Being in Macbeth Shakespeare's play "Macbeth" is largely based upon the theme of kingship. "Macbeth" was written for James the 1st, who would have been interested in kingship and believed in the "chain of being" and the "divine right" of kings. The "chain of being" is the belief that everything is connected like a chain, and is affected by anything above it. God was believed to be at the top of the chain, and the King was believed to be the highest on earth. The "divine right" was the belief that rightful kings were put there by God, and should not be removed. Shakespeare represents these with the prosperity when Duncan is king and the unnaturalness and evil, which is present when Macbeth becomes king by evil means. This is emphasised because James the 1st traced his ancestors to Banquo, whose descendents were the rightful kings of Scotland. The theme of kingship may also have been cautionary to anyone plotting to kill James, as Macbeth was written the year after the famous "Gunpowder Plot". At the beginning of the play, Duncan is the rightful king of Scotland, there by his "divine right". In his first appearance, King Duncan performs two of the basic duties of a king, punishing the bad and rewarding the good. Upon learning of the treachery of the Thane of Cawdor and the heroism of Macbeth, he says, "No more that Thane of Cawdor shall deceive our bosom interest: go pronounce his present death, and with his former title greet Macbeth." The chain of being is intact, and Duncan is showing good kingship by punishing the Thane of Cawdor for treason and rewarding Macbeth for his bravery. When ... ...ion, patience, courage, fortitude". This is Shakespeare's idea of the perfect king. At the end of the play, Malcolm is restored to his rightful place as king of Scotland. The people support their king again, and they shout "Hail, king of Scotland." The country is united around their king again, not separated as they were under Macbeth. Shakespeare is trying to show that when the chain of being is intact, the country is in unity. In conclusion, Shakespeare uses the theme of kingship in Macbeth to warn people about what happens if you break the chain of being. The murder and disturbance in nature, and Macbeth's madness show that nothing good can come form killing the monarch, and the countries unity under Malcolm show that everything is peaceful and prosperous under a king that is on the throne by "divine right".

The Techniques of Advertising Essay -- Advertisements Media Essays

The Techniques of Advertising Advertisings are created to make us buy things. All the companies want to sell their products, because they want to make profit. When a company knows that a product that it manufactures is not very good they do not share that with their customers. On the contrary, they make a very impressive advertising for the product, because all they want is to sell it. Everyone knows that advertising a product is not really done because the product is just wonderful and everyone should know about it. Companies sure do care about their customers and they want these customers to come back and buy more. They care about that because they want to make profit, not because they want their customers’ hair to be dandruff free, nor because they want their customers to be slim, nor because they want their customers to smell good. They do it for the profit. You know it. They know it. Everyone knows it. The best way to sell a product is to advertise it and let everyone know how wonderful this product i s and how much better your life will be if you use it. A type of techniques that advertisers use is making us believe that their product is just what we have always wanted, another type is using our fears or weaknesses and another one is using famous people and role models that tell us what they use in order to be so popular and good-looking. How do advertisers know what I want? A Burger King commercial says:†Ã¢â‚¬ ¦chicken, just how you like it†. There is no way that everyone likes their chicken the same way. If one million people are watching this commercial there is no way that this is exactly how everyone likes his chicken. The advertisement says it though, and if you do not pay attention and you do not dig under the surface ... ...rd of before, no matter whether it is the greatest or the worst thing in stores. People have their fears and their weaknesses. No one is perfect. That is why it is so easy to play with people’s minds and intentionally make them think about products and make them want to have and use these products. Advertising has been around for a long time and people that create commercials know a lot about those fears and weaknesses and even desire and dreams that the regular people have. So they use them in order to be profitable and in order to sell their products. Every business is really competitive in current times so the company that manages to attract more customers will be the most profitable and most successful. That is why these companies have to use all the possible methods and all the techniques that they can think of. The more creative and unique they are the better.

A Student Looks at Hate Speech and Hate Web Sites :: Sell Websites Buy Web Sites

A Student Looks at Hate Speech and Hate Web Sites Before delving into the ethics of hate sites, a definition of hate speech is required because it is the foundation of these 'hate sites.' Hate speech disparages someone because of an immutable characteristic of that person - such as his or her race, gender, or ethnicity. It's been around for many years, and was primarily confined to pamphlets, books, magazines, and flyers. These media channels were prohibitive. Publishing a single pamphlet could cost hundreds of dollars, assuming that some printer would agree to handle the job. The Internet revolutionized the propagation of hate propaganda. Slick websites could be created for very little money. People can join from across the country using chat groups, making the cost of organizing considerably less. Once organized, a hate group can use the Internet to disseminate its message or to destabilize the messages of opponents. More and more hate groups have been adopting the Internet as its tool. "Hate sites on the Internet increased by 56 percent, from 163 in 1997 to 254 in 1998."1 Banning hate speech from the Internet was discussed in the Supreme Court case Reno v. ACLU, decided in 1997. This case arose after the Congress passed the Communications Decency Act (CDA) as part of the Telecommunications Act of 1996. CDA was passed because of the concerns regarding the easily accessible pornography on the Internet. The CDA was created to restrain accessibility to minors, but it was challenged because it had the potential consequence of limiting adult access to protected speech. In the decision, Justice Stevens rejected CDA, saying it "threatens to torch a large segment of the Internet community."4 In addition, he recognized that the Internet deserved full First Amendment protection. In the early 1990s, the pro-life group known as the American Coalition of Life Advocates (ACLA) distributed WANTED-style posters listing the names, addresses, and phone numbers of 12 people, labeled "THE DEADLY DOZEN." The posters offer $5000 reward for information leading to arrest, conviction, and revocation of license to practice medicine. The listed doctors were advised to take caution, wear bulletproof vests, and were offered 24/7 marshal protection once the FBI was alerted about these posters in 1995. Some of the group's intended audience took these posters seriously and began shooting at and sometimes killing the listed doctors. On October 26, 1996, Planned Parenthood sued ACLA in the U.