Dunkirk and the battle of Britain Sources Questions

1) How useful is sources A, B and C in understanding what the battle for Dunkirk was like? Explain your answer. Source A is useful in the effect of giving us a first hand account of the events that occurred. The only problem with this source is that we don't know if it applied to many people, or if it just applied to Commander Thomas Kerr. We also need to know the date that this source was written to find out how accurate it really is. Source B also gives us a first hand account of what happened on the beach. But also, only gives us one mans views of what he was experiencing and we don't know how popular this sort of thing was, we would need more evidence to find out how useful this source is. Source C unfolds one mans views of a brave soldier attacking many planes. But this source may have only applied to this certain individual. After long hard thort, I have come to the conclusion that source B and C supports each other in the sense that the British army are fighting back. But sources B and C don't support source A. 2) â€Å"Dunkirk was a great deliverance and a great disaster.† Is there any sufficient evidence in sources d-j to support this interpretation? Use the sources and your own knowledge to explain your answer. This interpretation is correct in the sense that Dunkirk was a triumph and a disaster. It was written by A.J.P Taylor. Although at the time of Dunkirk it was only seen by people as a great triumph. Only after time as historians studied sources the thought of disaster was introduced. Source D shows the beaches with people being rescued from them. It also shows plains bombing. Its factual accuracy unknown. This is because it is on its own and on its own, the source is hard to tell how accurate it actually is. Also the government used to employ artists to paint ‘glorified' pictures of events. The painting was actually painted by a British man named Charles Cundull. If the government didn't employ this man his versions of events would have been bias anyway. The government also stopped all paintings during the war unless they were designed specifically for positive propaganda. Source E shows thousands of troops lining up on the beaches to be picked up. This source is pretty accurate because it is a photograph and photographs don't lie. But on the other hand we know that not all the troops were this well behaved. But because it is only a photograph we can only see one instant of time. And only gives us a glimpse of the events that unfolded. Source F shows the allied troops defending them self's and shooting at German plains. This source is interesting because it backs up source B. this source fits in well with other sources but again, only provides us with one instant of time. Source G is a speech about the spirit of the British army. It was written by Antony Eden. He was minister of war. It was written in 1940. This speech was almost certainly written and spoke to keep moral high. We can't exactly rely on this source due to the position that Britain was in at the time this was written. Source H is a source extracted from a British newspaper, published in 1945. The basic facts it explains are correct. What's not accurate is the way the people felt. The way they express this is a little bit bias. this source is also for boosting moral but not as much as source G. this source tells a bit more of what the conditions are really like. Source I is a historians view of the Dunkirk operations. This sources factual accuracy is very good as far as the facts go. This was written by A.J.P Taylor, and was published in 1965.

Sergeant and Deadlines

My name is PFC Hutchinson, Joel D and this is my essay about meeting deadlines. Deadlines are there for a reason. Without a deadline to meet you could simply drag out whatever it is you’re working on for as long as possible, which is hardly a productive way of working. It is therefore important to meet any deadlines that have been set, because there is an expectation on the part of the Non-commissioned officer that you will come up with the goods within a set time-frame.If you fail to meet a deadline, you are left looking extremely unprofessional, and if you develop a reputation for missing deadlines, this could hamper your career progress. Clearly, then, it is important to meet deadlines for your sake as well as your Non-commissioned officer’s. If you have been set a deadline then the chances are that your Non-commissioned officer is not the only one who is going to be directly affected by your tardiness. Your Non-commissioned officers may have to answer to other leade rs and explain to them why there has been a failure to meet the set plans. Read this â€Å"The Secrets of Haiti’s Living Dead†This reflects badly on them and yourself. If you have been set a deadline you need to meet it. You may not even receive a reference if you did not come up with the necessary items on time, which is why it is essential that you organize your time and learn to prioritize. If you fail to do so, you could find yourself with a growing heap of work that never seems to shrink. You certainly don’t want to find yourself in the position of having to explain to the platoon sergeant or First Sergeant you have been tasked by that you are not going to complete your work on time.It is embarrassing for you and frustrating for your Non-commissioned officers, and you may well incur a penalty involving the Uniform Code of Military Justice. Deadlines are particularly important to meet when you are a leader of soldiers. Deadlines keep your mind focused on what you need to do and by when, but even if you work in an office you may have deadlines to meet. If you want to make a good impression on your senior Non-commissioned officers, you have to complete work on time. You can’t keep putting off what needs to be done when there is an impending deadline.Unfortunately, work doesn’t do itself and so you have to simply knuckle down and get on with it. Otherwise, you could find that your career comes to a standstill. The ability to meet deadlines is something that all leaders expect from their soldiers, which is why failing to meet them is frowned upon. The outcome of failing to meet a deadline obviously depends on how important the task was, but if you want to come across as professional so that you can succeed in your career, you have to learn to manage your time effectively and continue to display sufficient results as you are tasked.The military society can be a tough place to master. There are always leaders telling you what to do, how to do it and when to get it done by. It can seem to be a whirlwind of demands and expectations placed upon you, but it is what has to be done in order to not only get the job done, but to make sure that you are the one still proficient doing the job. There are many reasons why meeting deadlines is important. Reason number one is that the deadlines imposed upon you are not arbitrary dates for the most part.Chances are good that an assignment given to one employee is going to affect the work of multiple other employees. An officer might give the non-commissioned officer or platoon sergeant a deadline to have the technical tasking done by, so it is important that you have that outcome ready when the platoon sergeant needs it. The officer in charge might need to get it to a more senior officer. Meeting your deadline seems a little more important under those circumstances. Another reason why it is important to meet deadlines is that it shows a certain amount of drive and self-discipline.When the platoon sergeant says that the tasking needs to be done b y Wednesday, it shows that staying on task is a skill that you possess if you get that tasking done by Wednesday. Anyone can do a job, but those who can do the job under a little bit of pressure are going to be the ones who get further along in their careers. Working under pressure is something that is going to happen quite often in the working world. Sometimes a leader will give someone a deadline just to see what their commitment level to the unit is. Those who are really committed to the unit will get that assignment done by the deadline without complaint.Others will simply try to blame the non-commissioned officer for the short time frame or drag their feet until someone else picks up the slack. An ability to meet deadlines shows a professional presence for yourself and the unit you are assigned to. When the leader knows that the project will be done on time, or the platoon or first sergeant knows that the project will be on his desk when he needs it, it will show that you are n ot messing around and take the tasking seriously. This will lead to increased respect for you as a soldier and will increase the chances of getting further professional opportunities in the future.The military is filled with many pressures, and meeting deadlines on a consistent basis is one of those pressures. There are many reasons given for a tasking not being done on time, but very few excuses are accepted, so it is either do the job when it is due, or just give the job to someone who wants it more. Deadlines are defined as the time limit in which something must be done. Meeting a deadline is very important and is probably the most valuable lesson you will ever learn. The lesson that should be learned is how to manage your time efficiently.When you meet a deadline, you are showing that you are a serious and committed person to the task, which is being asked of you. Meeting deadlines help you manage your time because you have to get the task done in a certain amount of time. The t ime frames of deadlines can vary, between being short or long termed. In which, being able to meet a deadline teaches you about time management. Time management is a skill needed in school, any career field and in life, in general. When a deadline is set for a task it should be taken very seriously. Deadlines are given to you because it benefits you.They help prepare you for and getting you ready and used to being able to manage your time, when it is needed. You will come across many deadlines in life, whether it is in school, work, church, family tasks and/or events. When you meet a deadline, it shows that you have worked hard, effectively and efficiently to meet the deadline. Deadlines help you prioritize your tasks. The most important tasks should be handled and completed first and, then go down the list until you reach and complete the least important task on your list. You should complete each task to the best of your ability, in order to meet the deadline.You should focus on o ne task at a time. Give each task your full and complete attention and concentration. There is no need to rush or get frustrated when under a deadline, because that will cause you to get stressed out, and discourage, then you may end giving up. You must be committed to completing the task. If you a serious and committed to the task then you will feel a sense of accomplishment, once you completed the task and reached the deadline. Deadlines help you plan ahead for how you are to manage your time. There will be times when you will have to make sacrifices in order to meet some, if not all deadlines.Some sacrifices maybe that you will have to cut back on the amount of sleep that you are accustomed to, amount of time used to socialize with family and friends, and your eating habits may change. The number one sacrifice made in order to complete a task for a deadline, is the amount of sleep you take. But you should not put yourself in harm’s way, by skipping every meal in order to r each a deadline. Pushing the assignments and things that can wait to the side, and focus on the most important task, in which the deadline is due first, would be beneficial.There are pros and cons to deadlines. The pros of deadlines, is the rewards of completing the task within the given amount of time. When you meet the deadline then it will benefit you, in which you will be able to move on to the next task or to your final destination and/or goal. The cons of deadlines, is not being able to complete the task by the deadline. Missing a deadline will jeopardize your opportunity to move forward. If you do not meet your deadline then that will hold you back from accomplishing your goal. Missing deadlines can cause you stress and problems.You end up putting more pressure on yourself then needed or wanted, when you do not meet your deadline. When you do not meet the deadline, you end up having more loads of responsibilities and more tasks to accomplish in a certain time frame. Sometimes , other people are relying on you to complete your task in order for them to complete theirs. So if you miss your deadline then you are setting yourself as well as them back and everything is going to be thrown off track. The reason why meeting deadlines are important is because when you do not meet the deadline you are not only holding yourself back but you are holding someone else back.Prioritizing your tasks from most important to least important is a good idea to meet your deadlines. The importance of a deadline is to help you learn and build time management skills. Meeting deadlines at work is very important. I should know, I've been on both sides of deadlines. And I don't mean the early side and the late side. I mean the side where I'm working to meet a deadline, and the side where I'm waiting for everyone else to turn their work in by the deadline. Here are some important reasons to meet deadlines at work: Meeting deadlines ensures smooth work flow.In this case, let's use the example of a report that's due Wednesday at noon. This deadline was not chosen arbitrarily. Let's continue the example by saying that the information in your report is something needed for a meeting Friday. Yes, I completely understand that the meeting is not until Friday. But, I need time to read your tasking. I may also need time to check into specifics of your tasking and establish what materiel will be needed to complete this tasking. And all the while I have other tasking to read and other projects to work on.If everything doesn't go according to schedule, our time-lines lag. When our time-lines lag, productivity decreases. Meeting deadlines is crucial to ensuring a smooth work flow. Meeting deadlines facilitates timely communication. I currently work for a non-profit where we get a lot of solicitations to support charitable and political causes. There's nothing that befuddles me more than receiving a well-thought out tasking concerning a cause that we would gladly finish on t he day before the event. Whenever I get those, and it happens more frequently than you would think, I always wonder who dropped the ball.I mean, c'mon: There was obviously a lot of effort put into the tasking. But having them arrive the day before an event is an absolute waste. I can't coordinate any support on a day's notice. The materials are useless because of poor timing. The initial deadline should have been at least two weeks earlier than the actual tasking in order to facilitates timely communication. When your material is time-sensitive, meeting deadlines is critical to success. Meeting deadlines at work makes you a team player. Everyone loves to work with a team player!And no one wants to work with a slacker, no matter what the excuses. The cold, hard fact of the workplace is if you're known for not being able to meet deadlines, you're also known as being difficult. Missing deadlines can mean career suicide. Meeting deadlines is a professional way to show that you care abou t what's going on at work and that you work well with others. Meeting deadlines makes you a team player. Meeting deadlines is highly important in the workplace. Meeting deadlines ensures smooth work flow, facilitates timely communication, and most of all shows that you're a team player.Meeting deadlines is something everyone has to do in their everyday lives, whether it is paying bills, following a recipe or meeting the children from school. However, at work, it can be all the more important, because it is not just you who will suffer from the consequences of missing deadlines. Meeting deadlines is important for a number of reasons. To please the chain of command, deadlines are often made because the commander wants a particular piece of work by a certain point in time. This deadline has almost certainly been carefully thought out for a reason and if it is ot met, it is likely to cause problems. Firstly, the commander may have to put their work processes on hold while waiting for th e deadline to be met. Secondly, it is unlikely to impress the commander, who probably chose your section to do the work because they thought you were capable of meeting the deadline. If you don’t please the commander, you risk losing trust in your section. To please the unit, don’t forget who you are assigned to. Deadlines that are impossible to meet are sometimes set, but you need to show willing and put as much effort into reaching the deadline as possible.If it really is impossible to meet it, then you should point this out as early as possible in the process so that adjustments can be met. Once the deadline has been set in stone, however, it is going to be very difficult to avoid upsetting your chain of command if you eventually don’t meet it. Also, if you let one deadline slip, the chances of not meeting the next one increases and, in time, you could even face proceedings and punishment under the Uniform Code of Military Justice as a result. To show good or ganizational skills, there are always some parts of a project that are unforeseen and difficult to plan for.However, if you are a good leader of soldiers, you should be able to work in pockets of time to deal with such circumstances. On the whole, if you exhibit good organizational skills all the way through the project, you are more likely to meet each stage of the project’s deadlines and increase your reputation of being a reliable soldier. The skills that you use to do this will stand you in good stead for future taskings and are something that you can take away to use in your home life too. To ensure wider timelines are met.One of the reasons for setting a deadline is almost certainly to ensure that one project is completed before another is started. If you don’t manage to meet one deadline, it is therefore going to affect the next one, which will upset the smooth work flow of your organization. This is, of course, exacerbated if the deadline that you have missed i nvolves a number of other colleagues who are then also held back. Productivity is bound to be curtailed, possibly substantially over a long period of time, and so long-term effects are likely to be enormous.To gain self-respect, everyone needs to have goals to meet. It provides a challenge and, if attained, the boost to your self-confidence will be enormous. Meeting a deadline, especially one that you have been working towards for weeks on end, is a great achievement and will bring you great self-respect – as well as the respect of your colleagues. On the other hand, if you fail to meet deadlines and it is because of something you did that directly influenced the situation, you may well find yourself feeling lost and unmotivated – and it is unlikely that anyone will try to talk you out of feeling that way.To facilitate good working relationships, most projects involve more than just one soldier and in order to get things done, it is vital that you all work together wel l so that you are working towards the same goal. The team spirit that can result from a job well done and a tight deadline met can have long-lasting repercussions for all those involved. Failure to work together and meet the deadline can have a negative influence, especially if those involved start to blame each other for poor performances and, unfortunately, this can also have long-lasting repercussions.If you are one of those people who tend to ignore a deadline until the very last minute, you need to rethink your policy, at least in the workplace. Otherwise, you could find yourself missing opportunities for promotion and could possibly even lose your job by involuntary separation under premises of the Uniform Code of Military Justice. Deadlines are very important to business and education. A deadline is a due date of when certain things have to be done. Deadlines are very important to organization.If all things were done on time organization wouldn't be a problem, but it usually is. Businesses use deadlines the most for organization. This way they can keep a good record on things being done. Units would not be successful if it didn't have a strict way of making sure things get done. Education also uses deadlines quite a bit. I don't believe they are used for organization as much as business, but they are still used. Deadlines in education are mostly necessary for students and teachers dealing with time management.These kinds of deadlines can be used as a teaching tool for the future because now students can work with managing their time to get things done without procrastinating. Deadlines also can prevent procrastination. Most high school students don't do projects until the last minute and eventually it will catch up with them. With strict deadlines students will maybe realize that they have to do projects or homework earlier this way stress won't catch up with them. Overall, deadlines are very important to business and education. They help with things su ch as organization and time management, which can make things a lot easier for everyone.

Examine different sociological views on changes in the experience of childhood

There have been many changes in society that have affected children over the last 50 years, however there are several different sociological views on whether these changes have been beneficial to children or not. Functionalist sociologists have the ‘march of progress’ view, as they believe that the experience of childhood has massively improved over the last 50 years. They believe that society is more child-centred today than ever before.The introduction of contraception has led to couples having smaller families, therefore meaning that children now tend to receive more attention from their parents. Similarly, parents are also able to care for their children better due to the introduction of the welfare state and child benefits. Climbie’s case and ‘Every Child Matters’ has led to the improvement of social services and child protection, meaning childhood is much safer now than it was 50 years ago.Children are also in better health due to the NHS, meani ng more children survive childhood now than ever before. All children can now receive state education up until the age of 18, meaning they are better educated and can achieve much higher in adulthood, whilst experiencing a longer period of youth. All of these changes have improved the experience of childhood and cause Functionalists to believe that things are getting better. However, Marxist and Feminist sociologists disagree, claiming that the march of progress view is too positive.They believe that a child’s experience of childhood depends on their class, ethnicity and gender, and that Functionalists overlook the inequalities between these factors. This is called the ‘conflict’ view. Class has an effect on childhood as generally if a family is poor, the children are more likely to have a poor upbringing. Ethnicity is found to have an effect as Asian parents have been found to be much stricter on their kids.

Public Policy Research Paper Example | Topics and Well Written Essays - 1000 words

Public Policy - Research Paper Example NAPWA’S importance discussed in this paper is in regards to the criminalization of those with HIV/AIDS who gives the virus to another individual whether or not that was the individual’s intent. NAPWA argues this point and yet shares the view that those who intentionally infect another individual with the virus should be criminally prosecuted but not those who unintentionally pass the virus on (Lesieur) Matt Lesieur, NAPWA’s vice president of public policy presents NAPWA’s 2011 Public Policy Agenda in regards to HIV Criminalization (Lesieur) Across the country laws are being presented that are designed to criminally prosecute the transmission of HIV infection (Lesieur) NAPWA’s Public Policy department has stood up to address these laws and legislations that are trying to be incorporated. NAPWA argues that carrying out with these laws and legislations designed to criminally prosecute the transmission of HIV infection would cause serious hindrances in the HIV/AIDS community. ... This is where NAPWA argues the point of the unintentional criminalization of the transmission of the virus. NAPWA feels that â€Å"From a public health perspective, applying criminal law to cases not involving intent can actually impede HIV prevention† (Lesieur) Individuals aware of this law who may feel the law is unjust will be less opting to learn their status. Doing this could possibly cause an even greater spread of the virus. The benefits of an individual finding out his/her status is the proper care of that individual as well as keeping that individual’s partner safe. The proper care comes through appropriate medication and thorough education. Every individual with breath in his/her body still has a life to live no matter what they’re living with. Teaching individuals how to live with the HIV/AIDS virus is just as important as teaching or preparing your teenager about to graduate from High school to go out and live in college or just out on their own in ge neral. The generalization of the laws designed to prosecute the transmission of the HIV/AIDS virus is a hindrance to this awareness, education and prevention. NAPWA’s Matt Lesieur also argues that â€Å"The criminalization of HIV transmission also tends to increase the discrimination against people living with HIV, and other stigmatized groups such as migrants, injecting drug users, sex workers and men who have sex with men† NAPWA didn’t just have a difference of opinion in regards to these laws and legislations that are trying to be put into place but more a â€Å"reasonable† solution. NAPWA’s suggestion instead is as follows: -Criminal law should not be used as tool to prevent the transmission of HIV. Rather Governments should expand public health programs grounded in

Eternal Sunshine of the Spotless Mind Essay Example | Topics and Well Written Essays - 1000 words

Eternal Sunshine of the Spotless Mind - Essay Example Thesis The movie reflects modern cultural and social phenomena through the lens of gender constructed along sexuality and gender inequalities. In the essays, Susan Bordo (2003) proposes a unique vision and interpretation of modern culture and gender relations between opposite sexes. She criticizes a "material" and gendered body supposing that sexualized images of women make them victims of male oppression and violence, and "sex objects". Also, the author talks about such things as "standardized visual images' and gender stereotypes, "complex crystallizations of culture" which have a significant influence on modern audience. The prestige of the individual self-reached an all-time high when new social arrangements and events dramatized the relative powerlessness of the individual leading to a devaluation of the self. The movie takes place at the beginning of 21st century in New York. It vividly reflects modern culture and values, human relations and hopes. During this period of time, gender roles and sexual relations have a great influence on the society as it is often designed to add psychological value to its existence; it plays a more important communications role in every day life than any another activity: politics or economics. It is possible to say that sexual relations (depicted between Joel and Clementine, Stan and Mary) control the circulation of ideas in modern culture. The movie is based on the idea that new gender roles and new wave of feminist movement has changed identity and the role of women in the society. New ideas and values are inherent in modern culture based on technological innovations and the Internet, globalization and the popular global culture (Jarvis, 2000). The historical context of the movie has a great impact on production and perception of its context reflected in circulation of ideas and values. Viewers understand that through a complex interaction of identification processes such as love and fear, pain and haltered between the main characters, gender differences are produced--typically in the form of a dichotomy that not only opposes masculinity to femininity but also translates these oppositional differences into gender hierarchy, the privileging of traits and activities defined as masculine over those defined as feminine (Bordo, 2003). Through a gender-sensitive lens, the storyteller portrays how constructions of masculinity (agency, control, aggression) are not independent of, but rely upon, contrasting constructions of femininity (dependence, vulnerability, passivity) of Clementine and Mary. The whole span of development, from the explosive emotions of his youth to the skeptical mysticism of his middle age, is encompassed by the desire to play a game with his life and death. Joel fits very closely in with these ideas; he is a man trapped by a conventional notion of what is 'right' and 'wrong'. The composition of the movie supports its unique interpretation of events and gender roles creating a circle of events which forces viewers to rethink and re-interpret them time and again. The film employs reverse chronology structure that depicts relationships between Joel and Clementine in reverse order, from the most painful moments to happier times. This structure helps audience to focus on the memories and emotions of the heroes and understand the essence of their relations. It is possible to assume that such chronology is used to

The Hunger Games Essay Example | Topics and Well Written Essays - 1000 words

The Hunger Games - Essay Example The young characters have been depicted as heroes and heroines when some of them are seen reflecting on happier moments in the past, a good example being the main character, Katniss. This essay will critically analyze the book, giving a breakdown of the main ideas found in each of the chapters. In the first chapter, the author introduces Katniss Everdeen, the narrator and the main character. The teenage girl sets out on a gathering and hunting expedition with her friend Gale as they await for the reaping in the afternoon. Katniss has been forced to take part in a fighting tournament against other teenagers. The government has forced children to fight each other to death on TV, the winner taking home prizes. The fights are usually broadcasted to the entire world. Katniss does not enjoy the fights, but she kills with a lot of professionalism and finesse, just to stay alive. From the story in the book, it can be analytically noted that the author has used Katniss to show a transformatio n from a difficult life to one where she experiences pleasure. Katniss lived a life that was full of poverty and suffering. Due to her efforts in hunting and gathering, she used her skills to later enjoy her life by experiencing pleasures which she never knew of before. These pleasures include pretty clothes, food and warmth. However, it is important to note that the author has not in any way depicted sexual pleasure. This shows that the book is very chaste and non-erotic, making it very appropriate for its target audience, young adults (Grossman 1). The story also focuses on the life of a teenage girl who gets stung to death by a mutant swarm of hornets. The author has used violence in a very hypnotic way, unlike other books on violence which tend to be very repellent. This is because violence has been used amidst a fairy tale, making the book very unique. The violence is not merely a cheap thrill. It is something deeper in the sense that the author condemns violence and the action s that take place in the arena but invites readers to enjoy the violence that has been narrated in the story (Sperling 1). ‘The Hunger Games’ exposes children readers to the violence against which society tries so hard to shield them. The author uses this strategy to show adults that they should not forget their experiences as children. They wanted to enjoy the same things against which they are shielding the children. The author supports the fact that children are not stupid, and they are physical creatures. This makes them aware of the fact that violence raw emotions, power and violence exist. The author is really saddened by the fact that adults choose to pretend that these things are not in existence and that children should not know about them (Grossman 1). The book is a bloody, horrifying and chilling one because of the violence depicted through the actions of the characters. The author shows a lot of bloodshed and ruthless killing, especially among children. The setting of ‘The Hunger Games’ is an unspecified time in the future, where such violence seems to be the order of the day (Grossman 1). This shows just how bad the author thinks things will be for humanity in the future. The world that the author has depicted is one whereby a ruling caste dominates the people. In the story, this ruling caste lives in a city known as Capitol (Sperling 1). The rest of the vulnerable population that is being dominated by

The Problem of Moral Judgment Essay Example | Topics and Well Written Essays - 1000 words

The Problem of Moral Judgment - Essay Example It is reality beyond suspicion that every political establishment and social set up observes some specific code of law that permits or prohibits the actions of the people, violation of which declares the law breakers as offenders and punishment and penalties are inflicted upon them. Nevertheless, moral values maintain imperative worth everywhere in the world and no society can do away without moral values altogether. Consequently, moral judgment has been debatable subject for theorists, scholars, intellectuals and philosophers since ever. The theorists are in conflict regarding the evaluation of moral judgment. One group of the scholars, led by Sir Bertrand Russell, views moral judgment as entirely the outcome of one’s personal opinion about the goodness or evil of an action i.e. subjectivism, while the other school of thought, led by Blanchard, views moral judgment to be based on objectivism, where it is estimated on the foundation of universal morality and truthfulness, and thus it has no relation with the personal yardstick to measure whether an act or intention is virtue and right or vice and wrong. Hence, conflict of opinion makes moral judgment a problem to be solved in an intellectual manner. Renowned philosopher Ewing is an arch supporter of the idea of objectivism. He is of the opinion that a person cannot be wrong in making statement regarding moral judgment, and thus his views are valid and accurate that must be accepted to be true and apposite one. Moral judgment is a complex phenomenon; consequently it cannot be made by everyone without analyzing the available facts and figures. On the contrary, scholars and intellectuals endorse their statements to accept or reject its validity. No Continuity/Unity to Subjective Agreements: Ewing has explained his argument in six points in favor of the opinion he has made while defining moral judgment, where he submits to state that it seldom occurs in real life while

Credit card debt in the Uk today Essay Example | Topics and Well Written Essays - 1250 words

Credit card debt in the Uk today - Essay Example The building society branch network was expanded at high pace in the 1980's in the United Kingdom. But facing the recessions in the 1990's the trend declined. Most of the societies rationalized their network in order to cut the cost. The new trend was to give importance to the quality rather than quantity. This in turn gave rise to the trend of targeting high profit customers in order to gain high profits by cross- selling products to these customers. (Birkin & Clarke, 1998) The main customers of the building societies are the common men. Most of the products of building societies as discussed above are designed while keeping in view the needs of household customers. These products are attractive for them because the way to use them is simple. Like all the commercial banks the building societies also offer the Credit card services which have easy terms and conditions and provide the customer with the facility of loan. These credit cards are also different according to the packages they provide such as The strength of U.K financial system largely depends upon the external shocks the banks have to suffer. In the year 2005 the U.K banks financial strength ratings were comparatively high as compare to rest of other international banking institutions. The composition of the earnings of the banks kept reshaping. The income indicated a declining trend of retail borrowing, although offset by revenues from corporate banking than that from retail lending. Some banks in wholesale markets also gained dealing profits. It is future forecast, that the banks will earn nominal profits in coming year. Due to the unsecured lending exposure some of the banks would have slower income growth. The competition in the banking industry and the declining trend of retail rending can result in a slow income growth capitalisation. The capital ratios in major UK banks remained unchanged i.e. above regulatory minimum balance required. Passing the stress tests the banks had sufficient profits and reserves capital despite facing various economic and external, shocks. The IMF (FSAP) report stated that despite all the worst case scenario combined together the total cost for the banking sector is just 0.35 % total assets. (Bumn et al, 2005) The level of bad debts in UK is triggering at high speed as debt provision has been made easier to consumers in shape of credit cards and other financial instruments. The issue has become an important concern for the economists in the banking industry of UK. In the UK, bad debts are on average about 3 per cent in the credit card market, compared with the present level in the US of about 5 per cent. If the UK follows the US trend, credit standards may decline as competition increases. These societies also provide consultation services to the customers since most of them are busy with their business or family lives to dedicate sufficient time to plan for their financial futures. Without adequate planning financial goals may be unrealistic, which can result in significant financial under-achievement. They often get teamed up with other legal companies in order to provide the customers with a comprehensive range of value for money insurance products to protect home, contents, and mortgage

STRATEGIC OPERATIONS MANAGEMENT Essay Example | Topics and Well Written Essays - 1000 words

STRATEGIC OPERATIONS MANAGEMENT - Essay Example As mentioned above, Tesco is nothing less than a living legend since it has been able to survive for so many decades. Quite understandably, this has caught the attention many experts, professionals, and critics. They all wonder about that magic formula or approach or Tesco has, which has enabled it to fight, survive and grow. Tesco takes pride in revealing this magic formula and calls it as Tesco’s way. More importantly, this Tesco’s way was noticeable during the visit to the Magor’s distribution centre. Sophistication in technology, highly trained and capable staff to use the same, simple yet complete and spacious infrastructure, proper planning with back up plans for peak times, efforts undertaken to ensure employee satisfaction, micro management, proper communication amongst employees, acknowledgement of company’s goals by employees and others were showing a glimpse of what makes up the Tesco’s way. Without any doubts, Tesco’s operations revolve around the corporate objectives set by the top management and inherited by its founder Jack Cohen. Jack once said, â€Å"You cannot do business sitting on your ass† (Seth & Randall, pp. 212-213, 2001). Jack’s strategy was of constant hard work, innovation, change, adaptability, and openness to experience and Tesco has inherited the same from him. Constant growth, being valued by the customers, and having the most committed and loyal staff, becoming a global retailer having influence at all parts of the world and making Tesco a strong brand name even for non-food items. Moreover, for creating this value, Tesco believes that it should the understand the needs, cultures and mindset of its customers, create maximum employee satisfaction because it leads to customer satisfaction and divert all its strength, efforts, and innovation towards creating value for its customers. Another famous tagline of Tesco is

Sociological Theories Response Essay Example for Free

Sociological Theories Response Essay In the Virgin Islands there is program that is run by the police force by the name of SADD (Students against Destructive Decisions). The program is run by local Police Officers with the involvement of the Chief Police. There are also volunteers that are made up of parents and some business personnel’s. This program helps children and adolescents make wise choices when it comes to their actions and choosing their friends. The program assists with after school care that includes homework help, tutoring and literacy help. There are also sports programs, counseling and outreach upport for those that are in need. The business aspect helps young adolescents with preparation of resumes and business etiquette when it comes to job searches. For me this program holds true to the social structure theory because it embodies all aspects of uplifting, nurturing and educating young adolescents and children to do right(Virgin Island Police Department, 2010). My next program that I will look at is one that embodies social process theories. The New Zealand National Parliament implemented a program called Family Group Conferencing. This program embodies child and youth affairs that range from care and protection matters to social welfare problems. The program helps individual and their families with education, healthcare and assists with curbing youth delinquency. This program also gives considerable decision making power to individuals rather than the state when it comes to parents and their families. They also provide funding to programs on child subsidy, helping parents who are unemployed to find and keep jobs (Cengage Learning, 2010). The Social conflict theory is known as society as a whole always battling for what is ight and trying to confirm ones belief unto someone else. It is people fighting for a justice that they feel should be equaled across the boards, whether or not it affects a certain group of people the goal is to have and keep the less fortunate at a level of low poverty. The Cooke, Fannin and Grayson County Juvenile Boot Campis facility that helps boys between the ages of 12 through 17 years old. Their goal is to keep those troubled individuals out of the justice system through counseling, therapy and acceptance of ones actions. The boot camp is established as a leader in providing top otch programs to juvenile offenders and it also has specialized commons that serves sex offenders and substance abuse offenders. Their goal is a step by step program that offers educational, therapeutic and socio-education opportunities. Discipline and physical activities are also part of the curriculum. The programs belief are being in a structured but nonrestrictive environment helps these young men begin a process of trust. By building on that platform the individuals will be able to be compliant within societal norms (Cook, Fannin and Grayson County Boot Camp, 2009).

The Importance Of Observing Children Children And Young People Essay

The Importance Of Observing Children Children And Young People Essay This report discusses and evaluates the role of observation within an education setting. Section 1 details the importance of observing children followed by an evaluation of a range of observational techniques. Section 2 looks at the background of the child being observed in the report whilst section 3 makes reference to the appendix which contains 3 observations demonstrating a range of observational techniques. Section 4 contains an analysis of the childs learning and developing needs. Section 5 makes recommendations to inform the future practice of the setting and its practitioners whilst section 6 reflects on the practitioners role in the observational process. Section 1 : The Importance of observing children. Observation is a fundamental and crucial aspect of the practitioners role and enables them to understand children as learners and as individuals. Observations are an invaluable source of information which allows the practitioner to plan a more appropriate curriculum that supports childrens development according to their individual needs. It is an integral part of the assessment and planning cycle. Observations involve watching children play and take part in activities both inside and outside the classroom. Observations allow the practitioner to acquire knowledge and understanding of what is interesting and motivating to children both as individuals and as groups. Children respond differently to activities, experiences, and areas of provision. They acquire skills, learning styles, friendships, and behavioural patterns which are individual to each child. Observations give the practitioner an opportunity to record this type of information as well as aiding them in determining where the child is on the learning continuum and highlighting any difficulties they may have. This information can have a very positive impact on childrens learning when used effectively in informing the planning process. Observations give vital information regarding the effectiveness of provision. The development of areas within an educational setting takes into account their success with the children that use them. Observations are integral when evaluating such areas as they give a true record of how the children use the area and the effectiveness of it. Childrens behaviour, comments, body language and interactivity with their peers and practitioners give an invaluable insight into the effectiveness of the provision. Practitioners are responsible for facilitating a childs learning. Observations allow the evaluation of the effectiveness of the practitioners role and can inform a practitioner of their professional developmental needs. The planning process takes into account the needs of each individual child and this process is informed through the analysis / assessment of the observations carried out by the practitioner. Without such observations it would be an impossible task to ensure that the planned activities of the setting, the areas of provision, and the methods used by the practitioner were meeting the individual needs of each child. Such is the importance of observation. As Sharman, Cross and Vennis (2007, p.9) state, children and young people are unique and to be aware of their qualities we need to take an interest in what they are doing, listen to what they are saying, learn from what they are telling us. Evaluation of a range of techniques. There are several different techniques that the practitioner may use when observing children and areas of provision. The observation method used will normally be determined by the purpose of the observation. Observation methods include narrative / free description, checklist / pre-coded, time sampling, event sampling, tracking, pie / bar charts, histograms and sociograms. Practitioners may carry out observations as either a participant or a non-participant observer. Each method of observation uses different techniques which may be more suited to observing particular characteristics or behaviours. Free Description / Narrative : Free description or narrative observations involve watching a particular child or group of children or indeed an area of provision. The free description observation should record the name of the child, children or area being observed along with the date, time and name of the person carrying out the observation. Clear aims and objectives must be set prior to the start of the observation and should be detailed on the observation sheet. The practitioner should possess a sound understanding of the purpose of the observation and the benefits associated with it to help ensure that it is completed appropriately. It is important for the practitioner to decide whether they should observe as a participant or a non-participant. The practitioner should be aware of the affects their involvement may have on a childs behaviour if observing as a participant. Similarly, when observing as a non-participant it is very important for the practitioner to draw as little atten tion to themselves as possible. The observation should also contain a conclusion and an evaluation of what has been recorded. Recommendations should then be made to move the childs learning forward. The practitioner records information in the present tense detailing what they observe as they observe it. This is done over a pre-set period of time which may be changed during the observation if deemed necessary. The practitioner should be mindful of the importance of remaining objective when recording details of the observation. It is important for them to ensure that personal opinions, experiences and / or prejudices do not affect their judgement. Each practitioner will however have their own perspectives and therefore it is good practice to use all practitioners within a setting to carry out observations over a period of time. This will help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. Free description observations may be difficult to record as the practitioner may need to write a lot of information down in a short amount of time. There is the potential to miss important information. The practitioners judgement may be influenced by outside factors. Checklist / Pre-coded : Checklist or pre-coded observations may be set out in a variety of formats and are normally lists of particular skills within an area of learning. They require planning and preparation prior to the observation being carried out. Information about one child or a group of children can be recorded using the checklist or pre-coded method. Checklists or pre-coded observations should contain the name and age of the child, the number of adults and children present, the activity being observed, the area where the activity takes place, and the aims and objectives of the observation. The purpose of the observation influences the information contained within the checklist. For example, an observation with an aim of determining the fine motor skills of a particular child may contain such statements as: can hold a pencil with tripod grip or can control a pencil. (WAG, 2011, p.9) These skills may be given a code to aid the practitioner carrying out the observation to complete it more easily. This would be particularly helpful when observing a number of children at the same time. Checklists can also be used to record activities and their progress. It is vital to continuously refer to the aim of the observation when preparing the assessment criteria for the checklist. The practitioner should ensure that the criteria are both relevant and appropriate in aiding the assessment and analysis of a specified purpose. For example, the practitioner must ensure the criteria is age appropriate and provisions available to the child support the skill being observed. As with the free description observation it is extremely important for the practitioner to remain objective. All practitioners should perform similar observations to help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. It is good practice for a particular skill or behaviour to be observed several times before an overall judgement is made. The observation should include a conclusion and an evaluation of the recorded information and recommendations should be made. Checklists and pre-coded observations can be restrictive as they require a simple yes, no or nearly answer to each criteria. The information recorded may not contain much detail or background information of the child. Time sampling : Time sampling is a technique that requires the practitioner to observe the child, children or area over a matter of time. It can be used to monitor behaviour, social interactions and dynamics within groups, language skills, and usage of areas of provision. Time sampling observations can be completed using written descriptions or pre-coded criteria. The practitioner should remain objective when completing the observation and a variety of staff should complete similar observations to ensure reliability. It is also important for the practitioner to be aware of their involvement and the affect this may have on the child or children being observed. This type of observation is very adaptable and can be changed to suit the individual setting. It is a quick method for recording information. It can be used for individuals and groups. There is no requirement for a background knowledge of the child. Time sampling observations do have some disadvantages. They provide information which can be time consuming to analyse. This type of observation may need to take place over a long period of time. There is a possibility that something significant may be missed if it does not happen within the observation time scale. Tracking : Another method of observing is tracking. Tracking can be used to record a childs movements within the setting as well as the time they spend on a particular activity. It is an appropriate method of highlighting the areas of provision a child has a preference for along with the way in which the area is used. Prior to the observation taking place the practitioner should complete a plan of the area and consider how they will record the movements of the child. A code may be used to aid with this. Times may be recorded if required. If it is necessary to record skills this can be done separately. Tracking is advantageous as it can be used in any area of the setting, both indoors and outdoors. It supports the foundation phase curriculum which requires the usage of the outdoors as part of the childs learning and involves less structured, more independent play. It can indicate more popular areas and provisions which allows the practitioner to see the preferences of the child and gives them the opportunity to adapt their planning to suit the childs needs. It can also indicate the attention span of a particular child. Tracking can become quite difficult if the practitioner has to track more than one child at a time. The plan may become untidy and hard to follow if the child visits lots of areas. Tracking is not particularly informative for outside professionals. A detailed description of the childs movements may not be recorded and information can be limited. Sociogram : Sociograms focus on social development. It shows how the child interacts with other children and adults and can demonstrate their popularity. Social observations can quickly show the social development of children. This information can be used by the practitioner to plan activities and experiences to further develop the childs social development. Sociograms, however, do not describe the reasons why something has happened. They only detail what has happened. Event Sampling : Event sampling is used to observe when an event has taken place. This type of observation can be used to record a childs behavioural or emotional development. It can record any event and includes information detailing how and why the event has occurred. This type of observation can help the practitioner to analyse the cause and effect of certain relationships. The data collected may be produced as a chart making it easier for the practitioner to analyse. Event sampling is not suitable for observing infrequent behaviour and only records the specific behaviour as detailed in the aim of the observation. The recorded data may be misinterpreted as the observation may not record any preceding behaviours. Event sampling can be used within an early years setting as it is adaptable and it provides evidence of a particular behaviour. Pie / bar charts : Pie or bar charts can be used to give a visual representation of information recorded by the practitioner. It is an effective method to use with both individual children and groups and makes data easy to read. This type of observation is suitable for early years settings as it is very adaptable and can be used to record information such as: areas of provision used by girls or boys both indoors and outdoors (highlighting childrens preferences), which children participate in a particular activity (e.g. physical), or what children eat during snack time. This information can then inform a settings planning to make it more suitable to the children. Pie or bar charts do not indicate why a particular event has taken place, only that it has happened. They may require a longer set up period than other types of observations and data may be more difficult to interpret. Histogram : Histograms can be used to plot the development of a child over a given period of time. The information gathered is detailed on a bar graph where each type of activity is shown in a continuous fashion. Histograms allow the practitioner to focus on a particular behaviour over a longer period of time. As with sociograms and pie / bar charts, histograms show that a particular behaviour has occurred but does not give the reason why it has happened. Other types of observation may require slightly different formats. Samples of work are sometimes included for assessment purposes. Photographic and video observations are an effective way of documenting the childs learning process. Photographs should always be annotated or cross-referenced to relevant written observations. Practitioners should request written parental permission for using photography and video devices to record and document childrens learning. Section 2 : Background to the individual child. The child is 2 years and 3 months old. She has attended the setting since the beginning of September 2012. She attends 5 morning sessions per week for 2.5 hours each session. She has 1 sibling which is 3 months old. The childs mum has informed staff that since the arrival of the new baby the childs behaviour has become much worse than it was previously. The child has exhibited such behaviour as biting, kicking, hitting, pushing, and screaming when she is at home and also outside. This behaviour is displayed when the child does not get what she wants. The child lives on a council owned estate which is within a Communities First area. Communities First is a community focused programme that supports the Welsh Governments Tackling Poverty agenda. It supports the most disadvantaged people in the most deprived areas with the aim of contributing to alleviating persistent poverty. Communities First works alongside other programmes with an aim of narrowing the education/skills, economic and health gaps between the most deprived and more affluent areas. (http://wales.gov.uk) The area has also been highlighted as a Flying Start area. Flying Start is the Welsh Government targeted Early Years programme for families with children under 4 years of age in some of the most deprived areas of Wales. The core elements of the programme are drawn from a range of options that have been shown to influence positive outcomes for children and their families. These include free quality part-time childcare for 2-3 year olds, an enhanced health visiting service, access to parenting programmes, and early language development. (http://wales.gov.uk) The childs place at the setting is fully funded by the Flying Start Programme. The childs mum does not work and is at home with the children during the day. The childs dad works full time during the week and spends evenings and weekends at home. The childs mum has informed staff at the setting that the child has many cousins. The child sees them on a regular basis. The child is not able to share or take turns with other members of her family and frequently exhibits the inappropriate behaviour mentioned above. Section 3 Evidence of 3 observations using different techniques. Appendix 1 evidence of a free description observation. Appendix 2 evidence of a time sample observation. Appendix 3 evidence of an event sample observation. Analysis of the childs learning and developing needs. Child As mum informed staff at the setting that she does not share or take turns and exhibits inappropriate behaviour when she does not get what she wants. Mum has noticed that Child As behaviour has worsened since the arrival of their new baby. As Dowling (2005, p.105) states, we expect a child to show mixed behaviour when faced with the excitement, but also the threat of a new baby in the family. The free description observation highlighted the behaviour of Child A when she was placed in a position of taking turns and sharing a toy. Child A was observed snatching a doll from child B whilst playing in the home corner of the setting. When Child C tried to push the pushchair which was being played with by Child A, Child A began to scream and pinched Child C on the face. Following a discussion with a practitioner within the setting Child A apologised to the affected parties however, Child A was then observed a short time later displaying the same behaviour. As Dowling suggests children aged 2 2.5 years old are still developing their sharing and turn taking skills. They need to be encouraged and given opportunities to practice these skills through carefully planned activities. Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. The time sampling observation was carried out 1 week after the free description observation. Child A displayed similar behaviour during this observation as they did during the free description observation. Child B was playing with a plastic box in the maths area. Child A had attempted to take the box from Child B and when she was not given the box Child A hit and pinched the arm of Child B. Child A looked around the setting and made eye contact with one of the assistants. Child A lowered her head and looked at the floor. After the practitioner spoke to Child A she apologised to Child B. With help from the practitioner Child A collected a sand timer and waited until the sand had finished running into the other side. Child A was prompted to ask Child B if she could have her turn with the box. Both children complied with the practitioners requests and received praise. Child A smiled and took the box to the carpet area where she had her turn to play with it. As Sharman, Cross and Venice (2000, p.130) states the developmental milestones indicate that a child aged 2 2.5 years is egocentric. They see the world from their point of view. They are not able to share and will hold onto things with determination. Child A is not able to take turns. She is not prepared to wait for her turn. Child A exhibits inappropriate behaviour when she is not given what she wants when she wants it. Child A is able to apologise when supported by a practitioner. She is also able to wait for her turn when supported by a practitioner and a visual timing device which in this case was a sand timer. The third observation was an event sampling observation. This was carried out 2 weeks after the initial free description observation. The observation recorded the behaviour and social interactions of Child A during a morning session. Child A displayed inappropriate behaviour at several times during the day and in several areas of the classroom. She took what she wanted without asking and screamed when a child tried to take an item back or when they tried to take something that she was already playing with. Child A did not speak very much to the other children or to the practitioners in the setting. She apologised when prompted to do so by a practitioner. Child A was not always responsible for the incidents that took place. As Dowling (2005, p.108) says before children start to regulate their behaviour they must begin to learn about cause and effect. Children need to be able to empathise to understand how others feelà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Recommendations to inform future practice. The first observation which was a free description concluded that Child A was not able to share. Child A showed very little understanding of this concept. She exhibited inappropriate behaviour to her peers when presented with a sharing situation. It is important for practitioners to understand how frustrating it can be for young children to share and to understand the concepts. The ability to share is developed over a period of time. Young children find it difficult to understand how others feel as they are not yet able to empathise. Having more than one type of toy can be beneficial for young children as it gives them an opportunity to play in parallel with the same type of provision. Where possible, more than one of each provision should be made available to the children in each area of the setting. As Fisher (1993, p.29) states appropriately resourced and supported, child-initiated activity can bring about some of the most creative and innovative learning in the classroom Planning activities which encourage turn taking will allow the child to practice this skill and would also allow them to begin to realise that they will have their own opportunity to play with a particular item. The second observation, time sampling, concluded that Child A cannot communicate her needs appropriately. Child A has not yet learnt to ask for what she wants. Instead she exhibits inappropriate behaviour such as pinching. Child A is able to apologise to the affected party when prompted to do so by one of the practitioners. She is also willing to wait for her turn when supported by a practitioner and a visual aid demonstrating a set amount of time a sand timer. Encouraging Child A to ask for a particular item and rewarding her with praise when she does will reinforce to the child that it is appropriate behaviour. Skinner suggests that reinforcement of a particular behaviour will prompt a repeat of the same behaviour at a later time. Sharman, Cross and Vennis (2007, p.11) state, children need adults to notice their achievements and provide an environment to support their further development. Games such as dominoes or snap cards will strengthen and support turn taking skills. Other activities which encourage turn taking will allow the child to decide when they have finished playing with a piece of equipment. Some children may be happy to give the item to someone else when they feel they have finished using it. The third observation, time sampling, recorded some similar behaviours as the previous observations. Child A was not able to take turns when using the pencils. It also provided evidence that Child A is able to carry out some instructions such as tidying up. Child A was following an instruction and putting the cars away. She snatched one from another child to put it in the appropriate box. Child A was not able to ask for the car and just took it. Child A was also not able to share the parachute and she screamed when another child tried to hold it. Where a child is not able to take turns, the practitioner should support them by explaining why they should take turns and will use an item to display a set amount of time, for example, a sand timer. Whilst a child waits for their turn the practitioner should support them by suggesting an activity to do. The practitioner will give the child simple choices to allow them to choose an item, game or activity for themselves and this will allow them to feel that they have made their own choice. Reflect on your role in the observational process. Through observations the practitioner is able to learn what the children know, evaluate their needs and plan appropriately to facilitate their learning. Staff training is an integral part of the settings self-evaluation process and allows the practitioner to consider the importance of observing children and developing the necessary skills. The practitioner will organise an allocated observation time and is more aware of the need for incidental observations. The practitioner has a better understanding of the importance of gathering information from a range of contexts, both inside and outside the setting. Observations should be a constant source of vital information concerning both the childrens and the settings development. They should form a fair, rounded and holistic record over a period of time. The practitioner will address their observations during the settings weekly planning meeting and will share information between practitioners. The practitioner further understands the need for the effective implementation of observations and their impact on the future planning of the setting to facilitate the learning needs of all the children. As Fisher (2000. P.19) says, ensure that the planned curriculum is appropriate. This leads to planning that is tailor-made for each child because the foundations of learning are unique. The evaluation of the setting which involves all staff helps to ensure that the learning environment supports children in initiating their own learning. The practitioner is fully aware that observations must be fed into the assessment process for individual children. Parents will be further encouraged to contribute to observations through informal and formal discussions with the practitioner. Proformas will be used to ensure consistency of information within each type of observation. Photographic evidence will be annotated to support observations to document the childrens learning. Sharman, Cross and Vennis (2007, p.2) cites the work of CACHE (2005) who states that play workers exist to support childrens natural play and they do this by creating spaces where play can happen. Then they unobtrusively observe, intervene very occasionally, and then reflect on what they have seen and done. Appendices. Appendix 1 Observation 1 : Free Description / Narrative. Date : 23rd October 2012 Time Commenced : 09:40 Time Completed : 09:45 Number of Children : 3 Area : Ty Bach Twt Name of Child : Child A Age : 2yrs 3mths Aim : To observe the behaviour of Child A during free play. Objectives : To observe and record Child As ability to share. Child A is playing in the home corner of the setting with 2 other children. Child A snatches a doll from Child B. Child B does not attempt to take the doll back. Child A puts the doll in a pushchair. Child C takes hold of the handles of the pushchair and tries to push it. Child A begins to scream and grabs the handles of the pushchair. Child A pulls the pushchair away from Child C. Child C keeps hold of the pushchair. Child A keeps one hand on the pushchair and uses the other hand to pinch Child C on the face. A practitioner intervenes at this point. The practitioner speaks to Child A. Dont do that. It isnt nice. You mustnt pinch. It hurts. Child B was playing with the doll. Can you give the doll back to child B please. Would you like to play with this doll instead? Child A lowers her head. The practitioner asks Child A to look at her. Child A does not respond. The practitioner asks Child A to look at her again. Child A makes eye contact with the practitioner. P-Can you give the doll back to Child B please. You can play with this doll if you want to. Child A gives the doll back to Child B. P-Can you say sorry to Child B for snatching the doll? Child A Sorry. P-Da iawn Child A. You can have a turn of that doll when Child B has finished playing with it. P-Child C wants to play with the pushchair with you. He is your friend. You will make Child C sad if you pinch him. Can you say sorry to Child C please for pinching him. Child A Sorry. P-Da iawn. Merch dda. Can you push the baby together? Thats a nice thing to do. Maen neis i rannu. Child A nods. Child A and Child C push the pushchair across the room. Child A grabs Child Cs hands and pinches them. Child C lets go of the pushchair and Child A runs across the room with it. The same practitioner intervenes. Conclusion : Child A wanted to play with a doll that was being played with by Child B. Child A snatched the doll from Child B and did not ask if she could play with it. When Child C attempted to use the pushchair that Child A was playing with, Child A screamed and pinched Child C on the face. Later, Child A agreed to allow Child C to push the pushchair with her, but after a very short period of time Child A pinched Child Cs hands. Child A ran across the room with the pushchair when Child C let go of it. Evaluation : Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. Recommendations : Give opportunities to practice sharing and turn taking skills through carefully planned activities. Encourage the child to share and remind them that it is nice to share with their friends. Give immediate praise when child shares or takes turns. Appendix 2 Observation 2 : Time Sampling. Date : 2nd November 2012 Time Commenced : 10:20 Time Completed : 10:27 Number of Children : 2 Area : Maths Area Name of Child : Child A Age : 2yrs 3mths Aim : To observe a target child interacting with a child of similar age whilst playing in the maths area. Objectives : To observe and record Child As social interactions. Child A has just entered the maths area and looks at the jigsaw puzzles on the table. Child A approaches the table and starts to take the pieces out of the jigsaw. Another child is already playing in the area. Child B takes a plastic box from a shelving unit and begins to shake it. Child A looks at Child B and the box. Child A approaches Child B and attempts to take the box from her. Child B does not allow Child A to take the box. Child A hits Child B on the arm then pinches it. Child B starts to cry. Child B continues to hold the plastic box. Child A looks around the setting and makes eye contact with a practitioner. Child A lowers her head and looks at the floor. Child A lets go of the plastic box. The practitioner walks over to Child A and kneels down. The practitioner asks Child A to look at her. Child A does not respond. The practitioner again asks Child A to look at her.

Essay --

Emily Kotroco Paper 1 Wordsworth poems â€Å"Tintern Abbey† and â€Å"Preface to Lyrical Ballads† During Wordsworth time as a poet he made it his mission to have poetry be read by not only the aristocrats but also now the common man something that has never been done. In both poems Wordsworth makes his poems relatable by incorporating themes that everyone can relate to even if they haven’t personally had that experience, although both poems do differ when it comes down to structure and form but also when trying to convey a message, these poems are important because these ideas have never been done before and now even the average Joe can finally participate in a conversation about poetry and this brings two world together. Wordsworths â€Å"Preface to Lyrical Ballads† is his ideas on how he is going to be writing his poetry. In the â€Å"Preface to Lyrical Ballads† The Principal Object of the Poems. Humble and Rustic Life (Wordsworth 434) he discusses how in his poems he wants to create a situation in common life and have all different kinds of people relate them to a personal experience they once had in a common language,â€Å" To throw over them a certain colouring of imagination, whereby ordinary things should be presented to the mid in an unsual way; and ,further, and above all, to make these incidents and situations interesting by tracing them truly through not ostentatiously, the primary laws of our nature: chiefly, as far as regards the manner in which we associate ideas in a state of excitement.† by saying this in this stanza one can directly relate it to how he then writes â€Å"Tintern Abbey†. In â€Å"Tintern Abbey† Wordsworth uses this imagination to mak e things like walking through a abbey with your sister can become a magical incident that sends... ...eople that are from two different classes could talk about one poem and how they feel about it. This really changed the how poetry was viewed considering Wordsworth was one of the best of his time other poets look at what he was doing and responded to his actions and thoughts. Wordsworth explores common themes of the romantic era and makes them apparent to his readers by finding something important to the common man and using common diction. Before William Wordsworth wrote "Tintern Abbey" and â€Å"Preface to Lyrical Ballads†, poetry, was written pretty exclusively for and about rich people. Wordsworth's mission was to open up literature and to make it more accessible and enjoyable to normal, everyday people. He did this by setting up his thoughts in â€Å"Preface to Lyrical Ballads† and then exhausting them in â€Å"Tintern Abbey† and showing how poetry really should be written.

Biological Warfare: Testing and Researching Toxins Essay -- Biological

Biological Warfare: Testing and Researching Toxins Biological Warfare is the use and employment of biological agents to harm or kill humans, animals, or plant life. Bio warfare can cause a significant amount of casualties with less preparation and work then other types of attacks. The weapons are relatively cheap and, unlike explosive attacks, biological attacks can be used to kill a select group. This meaning a biological agent can be created that would, for example only target animals or only target humans. There are various agents used in biological warfare. The U.S. Military defines these agents as "those biological pathogens and toxins that are intended for use during military operations to cause death and disease among personnel, animals, or plants, or to deteriorate material" [1]. Examples of such agents would be bacteria, viruses, rickettsia, and toxins which are derived from biological organisms. Each have great potential to harm mass amounts of people, animals, or plants depending on the target. The United States government has vowed to never use biological warfare agents and does not test for offensive purposes. This meaning that all testing goes towards developing immunizations, detection methods for detecting an attack, decontamination, rapid diagnostic tests and treatments. However, other countries have not taken the same action and many still test agents for their use in biological warfare. History of Biological Warfare Biological warfare is not a new technology. Infect the use of biological warfare goes back as far as the 1300's when swarms of rats and fleas were set loose to attack Tatar soldiers in the Black Sea port in Kaffa, currently known as Feodossia, Ukraine. The vermin carried disease wh... ...k it is really a huge threat that some toxin will fall into the hands of some evil person. The goods of testing far out way the negatives thus the U.S. should continue testing because ignorance is not bliss. Bibliography 1.Mauroni, Al. "Chemical and Biological Warfare". Santa Barbara: ABC-CLIO Inc, 2003 2.Microbiology 101 Internet Text, 2000; http://www.slic2.wsu.edu:82/hurlbert/micro101/pages/GMBW 3.Mycoherbicide.net; http://mycoherbicide.net/HEALTH/Toxicity/toxicity.htm 4.McGovern, Thomas and Christopher, George; Biological Warfare and it's Cutaneous Manifestations; http://www.telemedicine.org/biowar/biologic.htm 5.Federation of Medical Scientists; Biological Weapons; http://www.fas.org/nuke/intro/bw/index.html 6.USAMRIIDS Medical Management of Bio Casualties handbook; http://www.usamriid.army.mil/education/bluebook/Mmbch4Adobepdfver4-02.pdf

Free Essays - The Stranger (The Outsider) :: Camus Stranger Essays

The Stranger What is life for? Different religions have different takes on life. There are many ways to view life. The way life is viewed by an individual is the way his morals are set. Christianity, Islam, Judaism, and many other religions believe that a higher god sets morals and with the morals comes reward. Another camp, the existentialist, believes that life is absurd and meaningless. The existentialists believe humans live and humans die. They state that death is just a matter of time for everyone, a reality that is inescapable. In the novel The Stranger by Albert Camus, Meursault realizes that death is a subject that cannot be erased. Meursault comes to the conclusion that death is the end result for every human's life. The nurse tells Meursault how the weather affects the human body. "She says, `If you go to slowly, you risk getting sunstroke. But if you go to fast, you work up a sweat and then catch a chill inside the church'"(17). The heat's effect is inevitable. No matter the pace, the weather is still an influence in the human body. Meursault realizes this and responds with " She was right. There was no way out" (17). Most people have a problem with destiny. They have been raised to be in control of their circumstances or their decisions. Therefore, the average person has a hard time coming to the realization that the inevitable will happen. Meursault kills an Arab. He is convicted for the murder. While in the courtroom Meursault is asked why he killed the Arab. The only response Meursault could give them was the sun. Meursault said, "I never intended to kill the Arab" (102). The judge replies and Meursault "blurted out that it was because of the sun" (103). Meursault did tell the truth, the sun did affect his judgment. Camus writes, "The sun was starting to burn my cheeks...it was burning, which I couldn't stand anymore, that made me move forward" (58-59). The Arab gets up and shows his knife. Because of the sun he is blinded in two ways. The first reason was because of the sweat in his eye. The second reason was because the knife was reflecting the light into Meursault's eyes.

Remember The Titans Essay

The film Remember the Titans directed by Boaz Yakin, is based on actual events set in Virginia in 1971. The T.C Williams high school’s football team became the unifying symbol for the community as the boys and the coaches learn to depend on and trust each other no matter what their colour of their skin In the scene of the football team leaving for camp in front of the buses, the long shot of Gerry, Ray and Coach Boone shows that Coach Boone is eager to establish his dominance by humiliating Gerry Bertier in front of all the blacks and whites’ family members and the team. The long shot helps us to see clearly about the two races taking their own sides. The shot includes the two buses one for the blacks and one for the whites, all their families gathered in front of them and the coaches Boone and Yoast. The camera angle technique is used to highlight the segregation and to manipulate the perspective of the camera angle above the white and black crowd. This shot signifies how alone Coach Boone is against the boys and how he is struggling to unite their two races to become a team and work together. At the time of Gerry’s funeral Mrs Bertier and Gerry’s best friend Julius are seen holding hands which shows a mutual respect for one another and a common loss between them. The close up in this scene shows us as the audience the interactions between the two races now and how far they have come along from what they were at the start of the film. This is a very important technique because it shows us how respect and friendship can overcome prejudice and hatred. By the coming together of the hands Julius and Mrs Bertier have shown us that people who are different can be united by our mutual acceptance of others. The poem accepting the Differences by Audrey Heller displays many different positive examples to encourage you as an audience, to accept the differences between people that are not like you. In Accepting the Differences, Audrey Heller describes that you can attempt to get others to think like you but they will never properly follow through in understanding your differences.  Heller uses a metaphor to emphasise the interactions that lead to acceptance. The metaphor â€Å"accepting the differences in people is what make the word go round† is helping to say when people accept the differences in in you and everybody else, the world will be peaceful and stress-free. As a result of this our community will overall be easier to feel comfortable in your own skin, to accept others that are different and for them to accept you. In my opinion the poem and the film portray a similar message. As a result they both show us the destruction caused by racism and also that race doesn’t matter and can be set aside for the betterment of humanity. â€Å"We are all people, we are all the same†. By appealing to our emotions, we are convinced by the strong message that human life is one unique whole that can set aside differences to succeed.

Leadership – Charismatic Individuals or Contingent Characteristics

Leadership – Charismatic Individuals or Contingent Characteristics? A brief analysis of charismatic and situational leaders, leadership and styles. Linesh Palayadan, Cass Business School, City university London, UK. â€Å"Men make history and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skilful leaders seize the opportunity to change things for the better† – Harry S. Truman It goes without saying that human beings couldn’t have achieved what they have achieved if they had not worked in groups.Teamwork is probably one of the most important â€Å"inventions† of mankind which does not get explicitly mentioned when one refers about the tools and evolution of human beings from the pre-historic times. None of the magnificent creations of human beings we see today could have been possibly achieved without humans coming in teams and working for a common goal. Teams by themselves ca nnot be successful if they do not have a clear direction or vision. The team is bound to fail in achieving the results if there is no coordination, synchronisation and communication between team members.The concept of team itself comes into existence only because of the arising of a necessity or a goal that would benefit the society, and the means to achieve it cannot be implemented by an individual, however able and skilful he or she may be. Members of the team can be of extremely different personalities, skills and characteristics and every member has his/her own ideas on how to achieve the common goal. It is precisely at this point that the need for a leader arises.What is required is a leader who can channel the necessary skills from the team members towards the common goal and maintain the harmony and coordination between them at the same time. Numerous theories have been postulated on how a leader should be and what the characteristics of the leader should be. Some theories hy pothesised that leaders cannot be made but are born and those personalities or so called â€Å"traits† cannot be cultivated in a person who is not already a born leader while others strongly suggested that given the right circumstances, leaders emerge based on situations and contingencies.Organisations put forward certain requirements for interviewing candidates for its key posts. We all have come across requirements in Job advertisements like good communications, effectiveness in groups, taking initiative, firm under pressure etc. (S Fineman, Y Gabriel, D Sims, 2011). Are these the only qualities of leaders? Can a person with those qualities be successful as a leader? Do these qualities exist as inborn traits in a person? Or can these qualities be inculcated in a person through training and development? What are the different kinds of leaders?What makes a leader outstanding from others? These are some of the questions that we will try to analyse with the help of some specifi c theories which have been proposed before. Two main theories that propose the idea that the qualities required for leadership are inborn in the person or are â€Å"traits† of an individual are the â€Å"Trait theory† and â€Å"Charismatic leadership theory†. While the Trait theory has its origins in the early twentieth century, charismatic leadership theory is more recent and is more or less a return to trait theory.The Trait leadership concept was proposed in Thomas Carlyle’s â€Å"great man† theory where he proposed that â€Å"The history of the world is but the biography of great men†(Carlyle, 1907). He believed that leaders have certain immutable traits which cannot be developed in others. Remarkable developments in behavioural sciences since have led to the decline in favour for the great man theory (David L Cawthon, 1996). The charismatic leadership theory states that the leaders have an innate set of abilities or charisma which canno t be explained (Conger & Kanungo, 1988).These leaders first try to understand the opportunities, possibilities and constrains as well as the preferences and needs of the team members. They then set a vision for a path which accommodates opportunities as well as the preferences and needs of the team members. The final stage is the actual implementation of the vision, motivating the followers in the process. At this stage they also stage demonstrations which projects their image, courage, dedication to the cause, sacrifice etc. (C Jacobsen, R J. House 2001).Charismatic leaders are often value driven, visionaries and have a trail of success stories which motivates the followers. The primary risk of this style of leadership is that it may not be effective in all the contexts and such leaders can fade into oblivion as soon as the context changes. Perhaps the most striking example of Charismatic leadership is that of Sir Winston Churchill who proved to be a very effective war time leader and prime minister but was voted out when elections were held after Page 1 he war because people did not consider him as somebody who could effectively handle post-war reforms (Roy Jenkins, 2003). One of the strongly criticized and censured leaders of all times is Adolf Hitler who because of his war crimes and atrocities, went down in history as a bad leader. How did he rise from his humble beginnings to the all-powerful leader of a country which had the potential to be the most powerful country in the world if had won in the Second World War? The art of leadership†¦ onsists of consolidating the attention of the people against a single adversary and taking care that nothing will split up that attention. – Adolf Hitler Hitler took advantage of the fact that people in Germany were disillusioned with the leadership at that time and they were looking for a leader who would turn their insult and injury into victory and fame. (Gardner, 1995, p. 334)He was a wonderful orator wh o could mesmerise his audience with his speech through which he was successful in convincing the people of Germany that he was their only hope and only he could catapult Germany to the realms of success and prosperity.His charisma in motivating the masses(John Dreijmanis, 2005) through speeches, vision and aggressive nationalism led to mass hysteria, hope and a sense of pride and nationalism in the people, which in turn catapulted him to the highest realms of power. His leadership notwithstanding the ultimate failures he had was instrumental in uniting German people and hence can be classed under strong Charismatic leadership.One of the most recent, remarkable and widely reported event in India was the movement against corruption by a common man named Mr Anna Hazare (NY times, Oct 2011). Until recently little was known about the man nationwide and in a span of about 6 months almost every household in India knew about him because of his protest against corruption and his demands to b ring a corruption prevention watchdog with unprecedented sweeping powers which had the potential to put many corrupt politicians and officials behind bars (Reuters Aug 2011).A social worker and an ardent follower of Mahatma Gandhi(N Y times August 18, 2011), Mr Hazare is a 74 year old man, who is not a mesmerising orator, but still managed to mobilise hundreds of millions of Indians throughout India and abroad to pressurise the Indian government to constitute such a watch dog. He later went on to sit for an indefinite hunger strike until his demands were met. The use of technology for the movement was unprecedented. Indians all over the world used online media web-sites like twitter and Facebook to move mass opinion in his favour and to hold protest rallies in major capitals of the world.Such was the scale of support for him that Indian government finally relented to agree to his demands (Times of India, Sep 2011). In the Indian capital of New-Delhi, hundreds of thousands of people from different parts of India descended on to the venue of the peaceful protest, provoking government fears for law and order problems. Different Business schools in India conducted studies as to how this frail old man was able to mobilise masses in such huge numbers and provide leadership to them in what is described as one of largest protest movements in post-independence India (Businesstoday, Aug 2011).They wanted to know how his leadership example could be useful for the future business leaders. Under his leadership many volunteers and charitable organisations came together under one umbrella for organising and maintaining the venue and order, organising and coordinating media related activities, publicity, logistics etc. His leadership style is more of a democratic form of leadership although there is a major element of charisma attached. Weber, 1968 has pointed out that a charismatic leader is likely to appear when social situation makes people feel distress (RJ House, 2001).I n this case the people of India have been so much frustrated with corruption that right environment was created for the emergence of such a leader. Shamir, House and Arthur (1993) have described in a bit more detail as to what those conducive conditions could be. They have listed four situations that can catalyse the emergence of Charismatic leaders. First, the situation is perceived as a threat to important values. Second, relationship between goal accomplishment and performance is unclear. Third, the situation is unstable and fourth it requires exceptional effort.These situations give rise to a weak psychological situation in which a charismatic leader can easily emerge and influence the followers provided he is able to offer hope and solution to the people. In the above example and also in case of post-world war I Germany, situations were quite favourable for the emergence of a charismatic leader. Bendix (1985) states that in such situations it is not certain that a charismatic l eader will evolve in spite of the prevailing conducive conditions and utter necessity for such a leader(C Jacobsen, R J. House, p77, 2001). He also says that it is entirely possible that a charismatic who ossesses none of the above said characteristics may emerge a leader by articulating ideological, moral or other values relevant to the prevailing conditions. Another theory of leadership called behavioural model (Blake & Mouton, 1964) states that all leaders can be placed on a grid which evaluates them based on their people concern and task completion concern. According to Page 2 behavioural model, different kinds of leaderships may be prevalent in different organisations which may go from one extreme to another in terms of concern for people and concern for task.A firm in which managers exhibit so called â€Å"impoverished or indifferent† style leadership, where managers have little concern for job completion or people, is rich in disorganisation, dissatisfaction and dishar mony. The other extreme end of this style is â€Å"Sound style† where there is high concern for people and productivity. Such organisations are bound to succeed as they have high productivity and motivation and belongingness among employees is also very high.Some organisations exhibit â€Å"country club style† leadership where concern for people is very high but not for productivity. The leaders do not want people to be unhappy and such organisations are not very successful. Another extreme is the â€Å"Dictatorial style† where there is no concern for people but very high concern for productivity. Productivity in such organisations may be very high in the shorter term but these organisations suffer from high employee turnover due to enforcement of strict rules, regulations and punishments.Most of the organisations follow what is called the â€Å"middle-of-the-road style† where leaders show some concern for both people and productivity hoping to achieve ac ceptable results. One of the most prominent schools of thought in leadership theories is â€Å"Situational or Contingency theory†. Proposed originally by Hersey & Blanchard, 1982, it states that leaders must vary their leadership style based on subordinate’s competency and commitment. A leader’s style should be â€Å"Delegation† if the team members are competent and committed, â€Å"Telling† or directive if they are neither competent nor committed.In case where the team members are competent but not committed the style should be â€Å"Participating† and the final case in which the team members are committed but not competent, the style should be â€Å"selling†. Fred Fiedler’s contingency model states the relationship between leadership style and favourableness of the situation (Fred Luthans, 1992). His studies suggest that situations are favourable for the leader if the three dimensions are high, the dimensions being 1. Leader- member relationship 2.Degree of task structure 3. Leader’s position power through formal authority. He also found that if the above dimensions are very favourable or very unfavourable, directive or â€Å"hard-nosed leaders† are more effective whereas lenient leaders are more effective in situations where the dimensions are moderately favourable. My extensive experience in various successful IT and engineering companies, compel me to come to the conclusion that these companies have adopted situational leadership as their main strategy.The reason for this may be that such companies require their engineers to be productive from day one and as they become more experienced, they are expected to assume the ownership of the modules they work on and become the point of contact for all issues on the module. The leaders in such cases assume different forms of situational leadership to deal with different team members depending on their willingness and ability. Once the leader is convinced of the team member’s competence and commitment, delegation is the form of leadership he or she chooses for that team member.Since performance in terms of the quality of work done and sticking to schedule is the main criteria in assessing the performance in such companies, telling style of leadership is also very common and results in redundancies many times when the team members are unwilling and unable. In larger companies, Transformational form of leadership (Bernard M. Bass, 1985) is also not very uncommon nowadays in which the leader takes care to develop and transform his or her followers through, inspirational motivation, intellectual simulation, idealised influence and most importantly individualized consideration.Leadership whatever form it may assume is an essential skill without which the society will have little progress. Leaders need courage, vision and determination to change things for better. The need for better leaders will never cease to exist and right people with right skills will always seize the opportunity to lead the world for a better tomorrow. References 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Ann Florini. The Right to Know: Transparency for an Open World. New York, 23: Columbia University Press. Bass, B. M. 1998. Transformational leadership: Industrial, military, and educational impact.Mahwah, NJ: Erlbaum Bendix, R. 1985. Reflections on Charismatic leadership. Blake, R. , Mouton, J. 1964. The Managerial Grid: The Key to Leadership Excellence. C Jacobsen, R J. House 2001 Dynamics of charismatic leadership A process theory, simulation, and tests 75-112 The leadership quarterly 12 David L. Cawthon, 1996. The Great Man Theory Revisited, Business Horizons. Fred Luthans, 1992. Organisational behaviour 276,277 Hersey, P. , & Blanchard, K. , 1982. Management of organizational behaviour, 4th ed. Englewood Cliffs, NJ: Prentice Hall.John Dreijmanis, 2005 A portrait of the artist as a politician: the case of Adolf Hitler, 3, Science Dire ct. S J. Zaccaro, Zachary N. J. , 2003. Leadership theory and practice: Fostering an effective symbiosis, Science direct. Page 3 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. S Fineman, Y Gabriel, D Sims, 2011. Organising and Organisations. Roy Jenkins, 2003. Churchill: A Biography, Victory in Europe and Defeat in Britain, PP789-819 (Paperback) http://www. nytimes. com/2011/08/21/world/asia/21india. html? _r=1 http://www. nytimes. com/2011/08/22/world/asia/22india. html http://in. reuters. om/article/2011/08/24/idINIndia-58938520110824 http://www. washingtonpost. com/world/india_agrees_to_protesters_demand_on_graft_panel/2011/04/09/AFFyy05C_story. html? wprss=rss_homepa ge http://www. nytimes. com/2011/08/19/world/asia/19hazare. html http://businesstoday. intoday. in/story/fms-students-study-annas-stir-against-corruption/1/18220. html http://articles. timesofindia. indiatimes. com/2011-09-02/ranchi/30105617_1_munish-thakur-case-study-lokpal-movement Special thanks to Prof Cliff Oswick, Ca ss Business School, for Guidance and permission to use his lecture materials and contents. Page 4