Analyzing Biometra And The Industry - 815 Words

1. In no more than one-page, describe Biometra and the industry that this company is in. - Biometra is a subsidiary of Scientific Materials (SciMat). They handle vascular medical devices and produce catheters with innovative vascular technologies. Depending on their positions, they manage product operations, train clinic practical, and develop a marketing strategy at Biometra. 2. Identify 2 or 3 main problems that Biometra is facing. - On the surface, obtaining support from key opinion leaders, launching manufacturing operations in Costa Rica, and the relationship between James Westcott and Trevor Burns are main problems at Biometra. However, all of this problems were caused because of the organizational structure, lack of communication, and less experienced managers. 3. Assess Erik Peterson’s effectiveness in dealing with each problem you identified. a. Discuss his specific strengths and shortcomings in dealing with each problem. Cite evidence from the case to support your assessments. - First strength is that Erik Peterson have a high level of education. â€Å"He had completed his MBA the previous May. Before that, he had earned his B.S. and Master’s degrees in biological engineering from MIT and then spent three years as a management consultant in the pharmaceutical and telecommunication sectors.† It is true that as people learn more or receive an education, they can build more extensive knowledge and use accumulated knowledge. This educational ability would be one of the

Why Did Henry Viii Want a Divorce - 761 Words

b) Do you agree with the view that the Break with Rome was brought about primarily by Henry’s desire for a male heir? Use sources 4, 5 amp; 6 and your own knowledge to explain your answer. The Break with Rome was brought about by a number of reasons, namely Henry’s desire for a male heir and thus the need to obtain a divorce, the role of the Anne Boleyn faction and their reformist influence and Henry’s desire for greater power and revenue. Source 4 disagrees with the question because it argues that the divorce, which did not necessarily have to go through Rome, and the reformist influence had an impact. Source 5 partly agrees with source 4 that the reformist faction did influence Henry, but also argues that Henry had no clear policy and†¦show more content†¦Evidence that Henry considered legitimising his bastard son, Henry Fitzroy, also contributes to the argument that he was desperate for a male heir and thus that this caused the Break with Rome. However, it was not the only cause. The role of Anne Boleyn and her faction is another cause of the Break with Rome. Henry had fallen in lust with her and once she was in the Privy Chamber she held great influence over him. This led to her introducing him to reformist ideas. As source 4 states, by rejecting the Pope Henry was, â€Å"opening the way† to reformist ideas. It also states that Henry had â€Å"new Lutheran influences† such as Cromwell and Cranmer who held Lutheran principles of the importance of scripture. Source 5 argues that Cromwell â€Å"showed† Henry how easy it could be to Break with Rome. The fact that source 5 also argues that until then Henry had â€Å"no coherent policy†, demonstrated by the appointment of the pro-Rome, anti-Supremacist More as Chancellor, shows how easily he was influenced either way. Indeed, Dickens argues that the surge of popularity for Protestantism caused the Break with Rome. It would seem that Henry’s per sonal religious convictions were not a cause of the Break with Rome, but the influence of Anne and reformers such as Cromwell were. Another reason behind the Break with Rome was Henry’s desire for greater power. This is argued in source 6 when it asserts that it was caused by the fact that the Pope had â€Å"blinded [theShow MoreRelatedHenry Viii And Henry Vi : Why Did Shakespeare Do This !?1510 Words   |  7 Pages12/6/2014 Sasha Woods English 2B Ms. Carey Henry VIII and Henry VI: Why did Shakespeare do this!?! The Shakespearean playwrights, Henry VIII and Henry VI are portrayed as the most powerful and dominant king that ever ruled England. Then you take a look at these two kings real lives and it strikes mystery. What true? What not? What to believe, what not believe? Well in this book report, I will compare and contrast the playwrights that Shakespeare wrote, to there real lives. 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This is why he wants Sir Thomas Mores consent, because More is a highly respected Catholic, but he is such a good Catholic that he goes against divorce. In the play, A Man for All Seasons, by Robert Bolt, King Henry VIII applies pressure on Thomas More to support the divorce in many ways. He exerts it both directly and indirectly inRead MoreWhy Is Love So Complicated?1212 Words   |  5 Pageswriters like William Shakespeare, Sir Walter Raleigh, Christopher Marlowe, and Edmund Spenser wrote literature about love, tragedy, exploration or drama. Many of these writers left many doubts that haven’t been answered up to this day. For instance â€Å"Why is love so complicated?† was one of the many questions that was left. Many could say that love is complicated because one person from the relationship isn’t putting their part into the relationship. However, during the Renaissance era one could sayRead MoreKing Henry Viii And The Schism2003 Words   |  9 PagesKing Henry VIII and the Schism St. Augustine, a Catholic saint that helped developed the Western Catholic Church, once said â€Å" There is nothing more serious than the sacrilege of schism because there is no just case of severing the unity of the church† (St. Augustine). Through this quote it is learned of the significance of the Catholic Church saw to staying together and avoiding a schism( a split between parties based on different beliefs). The Catholics believed that in the event of a break inRead MoreThe Appeal Of Indulgences By Johann Tetzel1407 Words   |  6 Pagessince his works clashed with the teachings of the Catholic Church at the time, and brought about Pope Leo X banning him. Martin Luther was positive and not embarrassed about his words. He needed them to be recalled. It is just his followers who might want to have his words overlooked since they apparently negate all that he remained for. The accompanying measures are as it were Martin Luther s last will and confirmation, his legacy to the world. The legacy of a man is the thing that his relatives getRead MoreThe Black Death2711 Words   |  11 Pageswith the Catholic Church and not Luther. However, the Catholic Church partially blamed him for the reform. Some people say that Desiderius cannot be completely characterized as a â€Å"pre-former† or a â€Å"reformer† because he criticized the church but did not want to change the teaching set forth by the church but wanted people to embrace the philosophy of Christ. The period from the 14th century and 17th century called the Renaissance sparked a change in culture and in politics. The idea of individualismRead MoreAnne Boleyn Essay examples2136 Words   |  9 PagesOn Friday, May 19, 1536, Anne Boleyn, former Queen of England, was executed for high treason and adultery, her head severed from her body by an expert swordsman, the only concession given her by her ex-husband King Henry VIII. How, in so short a time, had the woman that Henry had defied the religious tradition of England for, divorcing his wife and changing the history of religion in his country, whom he pursued relentlessly for years, fallen so far, so quickly? To understand one must examineRead More Henry VIIIs Reformation Essay1025 Words   |  5 Pages Henry VIIIs Reformation In 1529 Henry VIII started to reform the Catholic Church in England, however there are different opinions as to why he began these controversial changes. The orthodox view concurs that there was a vast anti-clerical feeling in 16th century England; the corrupt church was unpopular with the masses. However the revisionist view claims that the reformation was actually due to politics. Henry needed a male heir and therefore needed a divorce.Read MoreEssay on Corruption in the Play â€Å"a Man for All Seasons†1738 Words   |  7 PagesThomas More. It also covers the inverse process with other characters, such as; Richard Rich, Thomas Cromwell, and the king of England Henry VIII. In the play Thomas More stands as a beacon of selfhood and virtue, while the other three men used manipulation and disloyalty, to gain wealth and power, no matter what the consequences may be. The character Richard Rich did not start out corrupt in the beginning of the play, but became corrupt with prospect of becoming wealthy and powerful. Rich was denied

Effectiveness of Using Handouts as an Aide in Teaching English Free Essays

THE BODY Some students now a day are not too serious in their studies; it is because of innovation of some bad vices that can affect the performance of a student in school. But, handouts itself can improve the studies of a student. It can persuade them to study well, because if you have handouts, you can easily catch up your lessons. We will write a custom essay sample on Effectiveness of Using Handouts as an Aide in Teaching English or any similar topic only for you Order Now It can be easier for a student to study because, it seems like in only one material, it may contained all your lessons, you can easily review for your exam and for your studies. Handouts is something given freely or distributed free. It can refer to materials handed out for presentation purposes or to a charitable gift, among other things. Always remember, handouts can be an aid and not a distraction when handled well. Effects of Handouts into Students Study Handouts gave big effect into our studies especially for those students who didn’t listen attentively during class discussion. According to Sazon, with the use of handouts, you are capable to review your lessons well, and it also serves as your reviewer or study guide every exam. Here are some effects of using handouts including Positive Effects and Negative Effects. Positive Effects. For most of us Handouts are staple of instructional life, but other say, 2 â€Å"Their development is often a trial-and-error process. † Like so many other aspects of instruction, we take the handouts for granted, their creation guided largely by intuition. The followings are some of the positive effects of using handouts into students study. 1. Serves as advance organizers, previewing and preparing students for what’s to come. 2. Introduce activities, describe the task, offer advice on process and identify outcomes. 3. Provide a break during a lecture, allowing students to read instead of listen. 4. Serves as study guides, containing summaries and highlights of key points covered in class or in the text. 5. Use principally to reduce the amount of time spend copying notes or diagrams from a board or screens. Negative Effects. The issue of whether to distribute handouts and materials has often been debated in National Union of Students (NUS) teaching seminars with valid arguments for and against the practice. The main objections to distributing handouts and materials are that recourse to them will encourage students: 1. to be distracted and inattentive and not write their own notes; 2. to spot examination questions 3. not to attend classes; 4. not to read beyond the contents as outlined and highlighted. Handout’s Purpose into Student’s Study The purpose of handouts in our studies is for us to be able to help ourselves to cope up to our lessons easily. It is written information about what lessons we are taking up. It also gives information about the current lessons. 3 Serves as Study Guide. Some students now a day’s didn’t listen attentively during class discussion because of being bored listening into their teacher/professor. Other preferred to study alone. So, handouts that contain your lessons may help as a study guide. You can easily recall all of the topics that you didn’t take up. According to Millo, handouts are real effective as a study guide for students especially for those who didn’t listen attentively during class discussion. Persuades Students to Study. Handouts could be persuasive for those students, because it can easily capture the mind of one to review and study his/her lessons. According to Rufino, it (handouts) can persuades other to study well; it may help a lot in gaining high score during examinations and in understanding the lessons very well. Effectiveness of Using Handouts in Learning System Using handouts is one of the most important things in studying. It can give big effect into one’s study that can improve his/her performance in school. According to Arellano, handout serves as a learning guide to student in understanding and learning a lesson or topic. It can be â€Å"effective† if students maximize the use of it. Moreover, using handouts can gave big help especially into student’s study like in academic performance and test results. Academic Performance. It (handouts) help students perform well during discussions and activity inside the classroom. Since handouts contain important concepts/terms about a certain topic/lesson in a summarized format, it may help students do better and perform in their academic subjects. Test Results. Previous researches on the effect of handouts on student learning indicates that students who are given skeletal handouts usually perform better in course examinations than students who take all their own notes. In the table 1 and table 2, we can see the difference of test results taken from those students who use and didn’t use handouts as reviewer. TEST RESULTS OF IV -VENUS (ESTIPONA HIGH SCHOOL MAIN) WITH THE USE OF HANDOUTS AS A REVIEWER. Table 1 WITH HANDOUTS| 1. Angelo Catalan -16/20 15. Mae Ann Pasetes – 12/20 2. Domimar Dulay -16/20 16. Einnor Ramil -14/20 3. Arvin Macasaquit -16/20 17. Jennylyn Ramilo -16/20 4. Marvin Palo -12/20 18. Karen Rose Ramilo -18/20 5. Gerald Pascua -10/20 19. Judy Ann Rufino -18/20 6. Aaron Paul Reyes -12/20 20. Ronalyn Salviejo -18/20 7. Mikee Balicao -16/20 21. Ma. Reiko Sawanaka -18/20 8. Danica Khresca Claudio -16/20 22. Allison Jane Sazon -18/20 9. Nica Cortez -16/20 23. Lizette Tagolog-16/20 10. Jeremiah Eclar -16/20 . 11. Arianne Joy Mallari -12/20 12. Ness Mateo -10/20 13. Christine Joy Millo -16/20| 5 Table 2 WITHOUT HANDOUTS| 1. Ninoy Pascua -8/20 9. Christine Reina David -8/20 2. John Michael Rivarez -0/20 10. Monica Briz -8/20 3. Renjunne Sagun -4/20 11. Christine Asanion -12/20 4. Nitt Ann Pascua -4/20 12. Jenkyn Pinili -12/20 5. Ma. Luisa Pascua -4/20 13. Emmanuel Mejia -12/20 6. Rowena Millo -6/20 14. Wendel Lacsinto -10/20 7. Analyn Lamique -10/20 15. Hero Guttierrez -10/20 8. Michelle Daal -10/20| From the illustration of test results, we can say that students who use handouts as a reviewer gets higher score than the other who didn’t use it. As you can see some students in the second line (WITHOUT HANDOUTS) fail the exam. 6 How to cite Effectiveness of Using Handouts as an Aide in Teaching English, Essay examples

Questions About Human Service free essay sample

Anyway, the worker is keeping a clear line between boundaries but the client is trying to cross them, and that makes the worker feel uneasy. This is can hinder the workers environment and not want to see the client anymore. However, the client may feel as if the worker is being rude or whatever it may be and the client may not want to see the worker anymore. It is best to state to your client in the beginning that this is a professional relationship and to keep the personal things to a minimum. What do you think the author meant by titling his book about disturbed children, Love Is Not Enough? I think it means that you cannot help your child’s disorder by just giving them love. As a parent you need to research and get information about their disorder. Do your research on the best doctors, or facilities to take your child too. We will write a custom essay sample on Questions About Human Service or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Get your child the help he or she deserves. The love you have for them will make you want to help them. As a parent, you need to use all the resources you have to help your child live a better life. Why do you think the workers at Sanctuary House state that it is critical to engage the young people in their program before they have been on the streets for too long a period of time? I think they say this because if you get the young people in the program before they end up the streets for a long time then it is going to help change their mind easier. If the streets are all you have known for most of your life then you are not going to listen to someone who is trying to help you. It take a long time for someone who is on the streets to trust anyone, meaning it would take a long time for leaders to help these young people. Also these young people may not want to change and act out in disrespectful manners. It makes is extremely hard for the leaders to help them if they do not want help. These young people are so use to doing things on their own, that their independence is their ego. They feel nobody can tell them what to do, they are their own boss and they know what is best for them. What is the difference between sympathy and empathy? Why is empathy so important in the human services? Sympathy is where you feel pity for the person. There is nothing you can do but feel bad for what they are going through because you do not really know the extent of their pain. Empathy is where you can relate to their pain, you put yourself in their shoes. With empathy, you know how the person generally is feeling. Having empathy in human services will help you have a better relationship with your clients. It will help you feel more connected to them and want you to help them a lot more. There is not always going to be a situations where you can have empathy because you really don’t know what they are going through. However there will be situations where empathy comes into play. If you the worker has been through a situation similar to the clients then helping them will be a little easier because you, yourself have already been through something like it. How might self-awareness help one to be a better human service worker? Give an example. Self-awareness can better help a human service worker respond better to negative talk. Once you have high levels of self-awareness then you will be able to manage self-talk such as black humor. Black humor is way for human service workers to release stress by taking their clients problems and making them humorous. If you develop self-awareness then you will be able to find better ways to reduce stress and managing your personal needs.

French Project Script Essays - , Term Papers

French Project Script Introduction: Bonjour, aujourd'hui je vais parler des differences entre le Canada et l'Angleterre Translation: Hello, today I will be talking abut the differences between Canda and England L'Emplacement, l'heure et le Temps : Le Canada est plus grand que l'Angleterre. Le nord du Canada est moins proche de l'equateur que l'Angleterre, mais le sud est plus proche que l'Angleterre. Le centre du Canada est moins proche de l'equateur que le centre de l'Angleterre. Le pays voisin du Canada est l'Amerique. Les pays voisins de l'Angleterre sont le Pays de Galles et l' Ecosse. Ils sont tous deux a cote de la mer. Au Canada, il est cinq heures de retard sur l'Angleterre. Loction Time, and weather: Canada is bigger than England. Northern Canada is further away from the equator than England but the south is closer than England. The centre of Canada is less close to the equator than the centre England. Canada's neighbouring country is America. England's neighbouring countries are Wales and Scotland. They both are next to the sea. In Canada, the time is 5 hours behind England. La vie quotidienne : Au Canada, le systeme de feux de circulation est different du systeme de feux de circulation en Angleterre. Aussi, au Canada on roule a droite mais en Angleterre on roule a gauche. Au, on utilise le dollar canadien mais en Angleterre on utilise la livre sterling. On a une monarchie en Angleterre mais au Canada, ils ne font pas. Le Canada est plus calme que l'Angleterre parce qu'il est moins peuple que l'Angleterre, meme si l'Angleterre est plus petite que le Canada. Daily Life: In Canada, the traffic light system is different than the traffic light system in England. Also, in Canada one drives on the right but in England one drives on the left. In Canada, one uses the Candian dollar but in England one uses the pound sterling. We have a monarchy in England but in Canada, they do not. Canda is quieter than England because it is less populated than England even though England is smaller than Canada. Resume : Je pense que le Canada est meilleur, parce que c'est plus grand que l'Angleterre et moins peuple. J'aimerais vivre dans le sud du Canada parce qu'il fait plus chaud qu'en Angleterre. Mais je serai confus parce que le systeme de feux de circulation est different. Aussi, le Canada est plus calme. Summary: I think Canada is better, because it's bigger than England and less populated. I would like to live in southern Canada because it's warmer than in England. But I will be confused because the traffic light system is different. Also, Canada is calmer.

Le Quebec essays

Le Quebec essays Le Quebec et la Guadeloupe en Comparaison Le Quebec et la Guadeloupe sont deux mondes differents qui sont unis par la langue francaise. Un se trouve au plein nord du continent americain, et lautre se trouve dans la mer Caribe dans les Antilles. Le Quebec a de temps froid la plupart de lan, en meme temps que la Guadeloupe est characterise par un climat tropique. Donc, cette distinction de climat donne deux types de vie vraiment differents. Par exemple, lhiver au Quebec consiste de la neige, la glace, et les temperatures bases. Et a cause de ce temps extreme, les Quebecois ont du sadapter a ses environs et le climat de cette region. Ils ont aussi cree des mots qui sont uniques a leur dialecte. Comme le mot, **motoneige**, qui a ete invente au Canada, est devenu mot quotidien aux mois dhiver. Les Quebecois portent des vetements lourds et chauds pour se proteger de linterperie. Mais cest un cas tout different en la Guadeloupe, les hivers semblent lete du Quebec. Il fait toujours beau a cette isle du Caribe, sauf quand il pleut. Il y a une difference qui fait la Guadeloupe unique, cest les ouragans Mais la plupart des temps, les Guadeloupeens shabillent en vetements legers et frais. Aussi ils portent des chapeaux pour se proteger des rayons du soleil. Lunique chose dont le Quebec et la Guadeloupe partagent, cest la langue francaise. On peut dire quils sont deux mondes completement differents qui ont des bonnes choses et aussi les mauvais comme les extremes dans leurs climats respectifs. ...

College Major Research Paper Example | Topics and Well Written Essays - 750 words

College Major - Research Paper Example It is also important to note that law enforcement is jurisdiction-specific. This is to the effect that the jurisdiction can be tied to a geographical sphere or to the observation of job specialization. For instance, while the and operations of Homeland Security is confined to the geographical entity that is the United States, the trailing and apprehension of America’s most wanted criminals and drug lords may see Homeland Security ceding ground for the Bureau of Investigation (FBI) to step in. Hathaway explains that in some jurisdictions, the powers of the police are extended to the military officers or other security forces, so that the definition of law enforcement officers is regarded as being inclusive of such officers (275, 301). It is also true that law enforcement may not only be limited to the inhibition of criminal activities only. On the contrary, law enforcement also incorporates any efforts that may be exerted towards the maintenance, promotion or restoration of law and order. Thus, the containment of riots may also fall under law enforcement. As a matter fact, services that are rendered to the community to assist members of the public or the community, as a way of perpetuating economic, personal, social emergencies and eventualities. This means that at time, law enforcement may be stretched to include activities such as evacuations and rescue missions. It is for this reason that the effort and roles that the police and military personnel dispense during environmental emergencies are always applied. INTERPOL divulges that spite of globalization through its technological advancements especially in the field of IT, the Worldwide Web, transportation and increased success in diplomacy and international treaties having rendered the world a global village, the flipside of globalization is its suffusing of crime into other countries. To

Aircraft inspection either a 100 hourly inspection or annual Research Paper

Aircraft inspection either a 100 hourly inspection or annual inspection student comes up with the type of scenerio - Research Paper Example This involved inspection of the aircraft’s conformity to prescribed regulations. Conformity inspection involved review of designated data and all document required as per the stipulations by the Federal Aviation Administration (FAA). As a matter of fact, conformity inspection sought to ensure that JPY had correctly undertook all processes and tests required by FAA. Additionally, it involved inspection of the parts to ensure they are in compliance with design data. Initial investigations involved evaluation of the existing documents for conformity before comparing the engine’s current condition to conformity requirements. Finally, the areas with problems were identified and appropriate course of action adopted. Of interest were the permanent records provided by JPY and these included the following: 1. The aircraft’s log book: confirmation for valid seal from FAA and existence of validly filled information 2. Aircraft Worthiness Certificate documentation. This cert ifies that the aircraft owner and operator have maintained the aircraft in airworthy condition. Additionally, it allows understanding of the persons allowed to perform maintenance, preventive maintenance, or any alterations on the aircraft. Conventionally, two conditions have to be met before the aircraft is considered â€Å"airworthy†. 3. A supplemental type certificate (STC) is a type certificate (TC) issued when an applicant has received FAA approval to modify an aircraft from its original design.  Ã‚  The STC, which incorporates by reference the related TC, approves not only the modification but also how that modification affects the original design. These are useful in not only knowing the modifications but also the effect that the modification had on the aircraft’s original design. 4. The Type Certificate Data sheet :) that is, when the aircraft configuration and the components installed are consistent with the drawing, specifications, and other data that are p art of the TC, and include any supplemental TC and field-approved alterations incorporated into the aircraft. 5. The Pilot’s Operating hand book provides useful information on weight and balance, operating ranges of the aircraft and airworthiness of the aircraft. 6. Also , included with the aircrafts documentation came the weight and balance certificate Description of the scenario The aircraft was brought was availed for repair by JPY. The process was initiated through a call from JPY to our maintenance department complaint being magneto issues encountered earlier. JPY had initially thought the issue had been resolved but it suddenly recurred and hence the need for further inspection and correction. The first meeting between us and JPY was held on the 23rd of November, 2013 at 1654 Entrance Drive New Braunfels Texas on the Flight Ramp outside the hanger’s main entrance. JPY flew the aircraft from Karnes County Airport to our facility. During the meeting, a comprehensiv e discussion of the problems encountered with JPY’s Cessna 320B were discussed, in addition to various documentations for the aircraft being handed over for inspection. The log books revealed that the aircraft was due for 100-hourly

Fault Tolerance Paper Essay Example | Topics and Well Written Essays - 1750 words

Fault Tolerance Paper - Essay Example Understanding the different components as a part of shadowing and mirroring as well as how it can be used to assist in databases can provide individuals with more alternatives for building the database security needed while creating higher levels of fault tolerance. The need to examine the benefits and disadvantages of the mirroring system is also required. This provides an evolution toward the main approach of mirroring and shadowing for more advanced technology that is currently being built for end users. Several types of technologies are available and used for the shadowing and mirroring fault – tolerance system. Each of these can work together to provide complete functioning within the system while allowing the backup system created to work more efficiently. The first technology used is from physical aspects of the system. The mirroring built through a hardware system is placed into the main drive of the computer. This divides by a coupled multi – processor with modules that carry dual paths. The cross - section and double paths as a part of the mirroring then create a way for data to move from one component to another. These interface with dual ported controllers and a disc subsystem that allows the data controlled with where it goes and how the information can mirror. The storage then takes place in the disc subsystem to provide complete backup to the system. Newer physical properties built from remote servers are also available. These specific options allow end use rs to immediately back-up data through an online portal connected through a remote server. The information moves into a storage space by connecting from one network to the computer so one can save all applicable information. The main hardware of this system built into a server provides a hosting company who has larger backup space on

An Analysis Of Pulling Levers Policing

An Analysis Of Pulling Levers Policing Many jurisdictions have been experimenting with comparatively new problem-oriented policing models to halt gun and gang violence among chronic young offenders. Originating in Boston, one approach is the focused deterrence strategy, also known as pulling levers. Its intentions are to affect the demeanor and surroundings of the serious offenders that are known as being at the center of the gun and gang problems. The strategy seeks permanent elimination of the drug dealing with corresponding reduction in crime and improvement in the quality of life within the neighborhood.( Corsaro et al., Oct. 2009, p. 2) The pulling levers plan of attack tries to deter the violence by making potential offenders believe that stern and swift consequences would follow such behavior. A major part of the pulling levers strategy is the delivery of a straightforward message to a small group of offenders, letting them know what behavior will not be tolerated and the consequences of that behavior. There are so me key elements to the implementation of the pulling levers strategy. In addition, the pulling levers strategy has several advantages and disadvantages. When implementing the pulling levers strategy, several key elements have to be in place in order for it to be successful. These key elements give the pulling levers strategy an advantage over traditional policing. The first element is enlisting the help and support of the community. Residents have to feel that the actions of the officers are legitimate and that nonviolent youth are not being put at risk of being caught up in the justice system. The gathering of a multiagency enforcement group with the power to make decisions is the second element. The group should include police, probation, and parole, as well as state and federal prosecutors. Most often offenders are involved in a wide range of other crimes, which leaves them open for law enforcement to pull every lever of criminal justice intervention to crack down. There is an enormous sanctioning power that the enforcement community could bring to bear against particular gangs and gang members.(Kennedy, Spring 1997, p. 461) The t hird element is having an effective way of communicating with offenders. The multiagency group needs to show offenders the cause and effect of the pulling levers intervention. A direct message that violence will not be tolerated and every legal action will be taken to prevent such violence. The message can be delivered in a variety of ways, such as talking directly to the violent offenders on the streets or holding a public forum with a group of invited offenders. The multiagency group assumes that the message will be reverberated to other offenders through an informal communication network. Another key element is getting researchers involved in the process. Researchers can provide the interagency enforcement group with reliable data and performance evaluations of strategys progress. Research has shown that the pulling levers focused deterrence strategy to be useful in decreasing gun violence among young chronic offenders. The most known is the Boston Gun Project/Operation Ceasefire intervention. It was attributable to a significant decrease in homicides among youth, and nonfatal gun violence. Replications of the Boston Gun Project/Operation Ceasefire strategy have also shown reductions in gun violence. There are two more very important advantages to implementing the pulling levers focused deterrence strategy. First, each gain of control applied increases the effectiveness of the pulling levers strategy. As the baseline level of violence begins to diminish, the multiagency working groups response to new violence problems should increase. Second, it divides the general load of these offenses. For example, instead of patrol officers taking on the general load of deterring violent offenses the responsibility is shared with personnel from other agencies, such as probation, parole, and social service. A challenge or disadvantage that the pulling levers strategy faces is its relatively small scientific evidence. It has been demonstrated in several replications that the pulling levers strategy works when dealing with young serious violent offenders, but it has yet to be implemented for other problems. Another problem is establishing trust with the community. One of the main steps toward implementing the pulling levers strategy is having the trust of the community. Distrust corrodes the creative process that criminal justice agencies and community-based organizations are necessarily engaged in.(as cited in Weisburd and Braga, 2007, p. 184) Without community trust and support the program will surely fail. Establishing trust can be very difficult in communities where racial tensions between the residents and the police are present. For example, in Boston a new mechanism of police accountability was necessary in order to create trust that that new programs would be beneficial to the com munity (as cited by Weisburd and Braga, 2007, p. 172) due to the perception of racism that existed. The community has to be able to hold law enforcement accountable for their actions and have to know that any actions taken by law enforcement will keep them safe and not cause further detriment to the community. Safety is only one dimension on which citizens evaluate police actions(Fagan, Summer-Autumn 2002, p. 139). Also, lever-pulling is resource draining. There are many time-consuming aspects, including organizing and attending the meetings, ensuring compliance with the conditions of probation, and responding to a violent act.(Chermack, Jan. 2008, p. 49) In the end the pulling levers focused deterrence strategy depends on two pertinent components: how well the consequences are customized to the targeted offenses, and if the promises made to would-be offenders are kept. Unfulfilled promises and hollow threats from law enforcement can only lead to more problems with the offenders. In order to establish trust with the community and instill fear in the offenders all promises and threats should be carried out. Also, without the political support of the community, the police cannot pursue an innovative enforcement strategy that targets truly dangerous youth at the heart of urban youth violence problems. (as cited in Weisburd and Braga, 2007, p. 185) 2. How would you conduct a study to test whether pulling levers policing works? You must use qualitative, quantitative, or a mixed methods design. Detail the steps from start to finish including the measures you wish to test. The goal of conducting a study to measure the pulling levers strategy is to help facilitate better decisions by law enforcement agencies. The study should help answer two questions: Was there a decrease in the problem and if so was it the result of the response imposed? By answering these questions law enforcement can decide whether to end the pulling levers strategy and focus resources elsewhere or to apply the response to other problems. The type of design used in this study is an experimental quantitative design . By using this type of study, changes can be evaluated mathematically before and after the implementation of the pulling levers strategy. For example, the study being conducted wants to know if there was a decrease in youth homicides after the implementation of the pulling levers strategy. First, the study would take place in a large metropolitan city where youth homicides are above the national average, like Chicago, Illinois. The first set on analyses would be gathered from secondary information sources for demographic, policing, economic, and homicide patterns over a span of 2000-2009. This will be the main database used for the analysis. Official police data would be obtained from the Chicago Police Departments statistical reports. Economical and demographic data would be gathered from the 2000 U.S. Census. Economic data would also be gathered from the U. S Bureau of Labor Statistics. From the information gathered the officers will found out who are the target offenders and areas with the highest youth homicide rates would be the communities used in the study. Much crime-violent, drug, property, and domestic-is concentrated in certain neighborhoods, particularly poor minority neighborhoods.(Kennedy, 1997, p. 459) Two teams of officers would be organized to patrol the beat in these two communities to implement the pulling levers strategy. This would take place over the span of three years. The officers using the pulling levers strategy would deliver a specific deterrence message to the youth offenders. In the case of the Boston Gun Project/Operation Ceasefire the message was delivered in formal meetings with gang members; through individual police and probation contacts with gang members; through meetings with inmates of secure juvenile facilities in the city; and through gang outreach workers.(Braga et al., 2001, p.5) Also, a multiagency law enforcement team would convene several meetings with serious gang offenders where the team would communicate its new standards for conduct, indicating that violence will not be tolerated. Each offender has certain background characteristics.that interact with dynamic characteristics(DeMichele and Paparozzi, Oct. 2008, p. 70). So when there is a violation of these rules, the multiagency law enforcement team would respond by using all available sanctions or levers to punish the offender. Those in which these sanctions were imposed on would become the source of discussion in subsequent meetings with potential would-be offenders. In terms of analysis, one of the most widely adopted statistical procedures in econometrics and criminal justice used to determine the impact of programs and public policies is time series analysis.(Corsaro et al., Oct. 2009, p. 20) During the three years, analysis of the strategys impact would consist of a time-series design. Every month the strategy would be reassessed. A count of youth homicides would be conducted to see if the program is working properly. Also there would be a monthly count of calls for shots fired. Once the three-year implementation of the program has concluded the data for the youth homicides and calls for shots fired would be compared to the data before program implementation. Key outcome variables would be the monthly number of youth homicide victims 21 or younger in the two targeted areas, and a monthly count of shots-fired citizen calls citywide. Also, youth homicide trends in would be compared with the youth homicide trends in other large U.S. cities. The implementation of the program would start in April, 2010 and end April, 2013. If the program was implemented successfully the time series analyses should show a reduction in monthly number of youth homicides from pretest to posttest. There should also be a significant decrease in calls for shots fired. With the successful implementation of the pulling levers strategy there should be an overall decrease in criminal activities with the communities and the city. An important question for policymakers to consider when deciding to implement a lever-pulling strategy is whether a working group is willing to commit the time and resources for effective follow-up.(Chermack, Jan. 2008, p. 152) Communities that suffer loss and injury from gun violence are most often those that are racially segregated and socially disadvantaged. Policing in this social context requires sensitivity to questions of legitimacy and procedural fairness.(Fagan, Autumn-Summer 2002, p. 147)

Understanding Eskimo Science :: essays research papers

In Richard Nelson’s â€Å"Understanding Eskimo Science† a man, Nelson, traveled below the Arctic Circle in the boreal forest of interior Alaska were he lived, studied and interacted with a few native Eskimos groups during the mid-1960’s. Throughout the article Nelson provides an abundance of interesting and relevant information about Eskimo survival coming about through the understanding of one’s environment. Nelson’s best argument is the simple fact that these people have managed to survive in one the, if not the, harshest environment on the planet. There knowledge is useful, tested and true to the groups as this truly unique understanding of there world has permitted them to thrive well in these parts. Although the vegetation is rather scarce the Eskimo’s made due with a diet based mostly on hunting. But as we find out in the article Nelson describes how these people are well adapted to the art of hunting. The relationship between man and animal is described to be one of intricate understanding and respect: â€Å"Koyukon hunters know that an animal’s life ebbs slowly, that it remains aware and sensitive to how people treat its body†. The Eskimo people have accumulated a massive memory based archive of scientifically valid knowledge concerning the diverse workings of the landscape of Alaska. Unfortunately Nelson makes it all too clear that this knowledge is disappearing and he fears that once gone there will never again be such a deep link between man and land. On a side note, this arcticle also makes it clear that the Eskimo’s respect there elders and place them at the head of all that is important as there knowledge and experience is treasured. They are the teachers of there people and the identity of the Eskimo is reflected in stores of experience in the minds of elders like Igruk. Nelson is most obviously a rational man saying rational things, but as is often the case with topics concerning native people, this knowledge will probably be lost in time. This article makes one think about man as a hole. Are we truly happy in our jungles of steel? Have we not lost something of great importance, something the Eskimo people have managed to conserve through all these millennia. We have lost contact with the spirit of nature. We have lost it to a point where our scientist do not consider Eskimo science (general knowledge) as a valid enough foundation for

Compare and contrast Defoe’s Robinson Crusoe with Golding’s Lord of the Flies Essay

This essay will compare the two novels, Robinson Crusoe and Lord of the Flies, to see how each author reflected the point of view of society at the time that they lived in. The nature of civilisation will be viewed from their two different perspectives. Daniel Defoe published Robinson Crusoe in 1719; William Golding published Lord of the Flies in 1954. Both novels are the first fiction works of their respective authors and they deal with the issue of being deprived of the surroundings of the civilisation that they are used to. The former is about a man, shipwrecked repeatedly, and how he survives in the face of slavery and savagery. The latter concerns a group of schoolchildren whose plane crashes onto an island after a nuclear war breaks out and explains how they cope and change as time wears on with no sign of a rescue. Although the subject matter of these two books is similar on the surface, there is a contrast in the way the two authors represent civilisation. Daniel Defoe was a novelist, journalist, businessman and spy. He defended William of Orange and Mary’s rise to the throne. He attacked the Church of England in his book The Shortest Way with Dissenters and he was fined and imprisoned, but after his release he became a spy for the government. He did not begin writing until he was almost sixty. The Robinson Crusoe narrative was inspired by the actual experience of Alexander Selkirk on the island of Juan Fernandez from 1704 to 1709. Defoe wrote for the middle and lower classes and his realism and sentimentalism pleased them. At the time Britain was at the beginning of its Empire building phase and was entering a ‘Golden Age.’ After the union with Scotland in 1707, internal trade prospered in this, the largest customs-free area in Western Europe. The aristocracy and upper middle class that controlled Parliament also controlled the principal trading and banking companies, so that the growth of new enterprises was more rapid than anywhere else in Europe. The gradual control of the seas, the establishment of trading posts in exotic lands, and the policy of taking overseas territories as booty from successful wars enabled Britain to gain commercial benefits and to build the world’s largest empire. Inside Britain, the Industrial Revolution was under way. New countries were seen as lands of opportunity and resource; many people emigrated to make their fortune in tobacco growing or gold mining etc. There was a general air of optimism concerning mankind’s future and when Crusoe is shipwrecked – the only survivor on an unknown island – he fights for survival not only in the physical sense but also in the sense that he fights for his belief that civilisation would conquer all difficulties. The main character of Defoe’s book is Robinson Crusoe. Crusoe wanted to go to sea and explore rather than follow his father’s wishes and practise law; as it says on the first page: â€Å"My father†¦design’d me for the Law; but I would be satisfied with nothing but going to Sea.† Robinson Crusoe repeatedly went out to sea, even though after each expedition he always vowed to go home and stay on land. Eventually he was shipwrecked on an island and this is where the main narrative of the story begins. In this book he retains a strong sense of civilisation. This is shown after he rescues a savage from other savages who were about to eat him. He called him Friday after the day that he had met him, immediately taught him English and what his morals were: â€Å"†¦I likewise taught him to say Master, and then let him know, that was to be my name†¦I would give him Cloaths.† Crusoe also warned Friday off cannibalism and when he later rescues a Spaniard and Friday’s father from savages, he thought he had an example of society: â€Å"How like a King I looked†¦ The whole country was my own†¦property; so that I had undoubted Right of Dominion†¦My people were perfectly subjugated: I was absolute Lord and Law-giver.† Order is brought out of chaos by civilisation. The Lord of the Flies, on the other hand, was written when the Cold War was under way, nuclear tensions were high and people were nervous and fearful about the future of mankind. The story reflects Golding’s thoughts about civilisation – what in his view it was really like when the coating was stripped away. The story begins with the aeroplane crashing and the group of schoolchildren forming a semblance of a society with a democratically appointed leader. However as the narrative progresses, civilisation slowly falls apart; the main group of boys become savages and lives are taken. The book ends with all sense of civilisation being lost and the main character running for his life. Eventually civilisation is restored in the form of a Royal Navy cruiser, after spotting the signal that the boys initially lit, coming to rescue them. The main character in Lord of the Flies is named Ralph and this story starts with another boy and him discussing what happened to the plane that they were in. After finding more children and no adults he called a meeting where he said, â€Å"Seems to me that we ought to have a chief to decide things.† This shows he had some views on the need for planning. Jack, another boy, also had some sense of civilisation: â€Å"After all, we’re not savages. We’re English; and the English are best at everything.† This is ironic, as later on he is the one to break all the rules and become the chief of the savages. Eventually they came to a disagreement over a signal they had lit to try and attract rescue ships. Ralph wanted to keep it going, but the other children wanted to hunt animals. The group acted like a savage tribe and eventually chooses to abandon civilised living: one of Ralph’s friends, Piggy, offers the choice: â€Å"Which is better – to be a pack of painted niggers like you are, or to be sensible like Ralph is? †¦ Which is better – to have rules and agree, or to hunt and kill? †¦ Which is better, law and rescue, or hunting and breaking things up?† The group then killed him and Ralph was running for his life. He represents a leader of a democratic society, which soon collapsed. â€Å"One chanced nothing! What could they do? Beat him? So what? Kill him? A stick sharpened at both ends.† At the end, when an officer from the rescue ship asks him who was in charge, he declared himself the leader again knowing that no one would dare challenge him in the face of civilisation protected by power. Ralph had no power in the story to protect his civilisation. Power lay with those who had the weapons. In Robinson Crusoe human freedom, based on reason, is seen to be a higher way of living in the sixteenth and seventeenth centuries. Defoe notes the presence of religious differences and uses the situation to express his belief that freedom of belief should overrule religious bigotry: â€Å"We had but three Subjects, and they were of three different Religions. My man Friday was a Protestant, his Father was a Pagan and a Cannibal, and the Spaniard was a Papist: however, I allow’d Liberty of Conscience throughout my Dominions.† The opposite is true in Lord of the Flies as the group degenerates from civilised English schoolboys to primitive hunters only interested in the hunt and the kill. A pig’s head on a pole represents religion in this story, similar to a totem pole that the native Americans and other similar tribal people used. This represents a relapse to a less ‘reasonable’ form of existence. Lord of the Flies is similar to Animal Farm by George Orwell, in that the impression of civilisation disappears and chaos reigns as they overthrow the person in control and all the order that goes with it. By contrast, Robinson Crusoe is similar in outlook to The Swiss Family Robinson (Johann Wyss) in that both retain an optimistic outlook even after they have been shipwrecked on the island. In both of the above books they find and make living areas, they capture wild animals to make a farm and they both are religious. A further modern example of the ‘Castaway’ plot is in TV shows like ‘Big Brother’ or other situations where a group of people is stranded in an area and has to adapt to keep any semblance of control. The pressure seems to affect the group and behaviour is altered compared with what is normally seen in public society. The overall feel of Robinson Crusoe’s plot is optimistic – reflecting the times that Defoe lived in. Rene Descartes, a philosopher of the period, believed in the power of human spirit and reason over the force of nature. He said that ‘True knowledge must come from human reason alone. Defoe uses pirates and savages to symbolise a more primitive and uncontrolled force and uses Crusoe’s triumph over them to illustrate human spirit. Lord of the Flies, however, is pessimistic: all semblance of civilised society is stripped away. The two world wars undermined to ability of human beings to interact and use reason. Advances in society and technology had destroyed faith in rationalism and a belief grew that if left to our own devices, humans would in essence revert to animals. In the former novel the main character was on his own and it was only later did he have any company. There was no pressure on him to change into a savage and he could keep to the way he was wi thout anything to transform him. Lord of the Flies, however, portrays children like a pack of wolves, with the most influential ones being the leaders. When one of them started to backslide into savagery, he took the rest with him. William Golding essentially believes that all humans are evil inside, but it is just that civilisation puts pressure on you to keep in place and if it were not for the controls present in civilised society, we would all be like the savage group. â€Å"There was no Piggy to talk sense. There was no solemn assembly for debate nor dignity of the conch.† The Navy officer who arrived to take them back to the waiting ship said, â€Å"I should have thought that a pack of British boys would have been able to put up a better show than that.† Robinson Crusoe, on the other hand, arrived home with Friday (his servant) and immediately wanted to set sail again for South America. â€Å"My true friend the widow earnestly diswaded me from it, and so far prevail’d with me, that for almost seven years she prevented my running abroad.† This shows that he still had an adventurous spirit and was willing to go out again confident that he would be able to cope with any troubles. Both stories show that civilisation needs controls before it is effective; rules need to be enforced and reason alone may not be enough to ensure survival. Crusoe may not have survived without his gun and Ralph had nothing to protect himself with when the symbol of civilisation (the conch) was broken. In spite of this similarity, Defoe’s book presents a positive outlook for the future of humanity as civilisation spread across the globe, whereas Golding’s work suggested that the weapon would be used not to support civilisation, but to destroy it. Both reflect the world view of their times.

Siddhartha Literary Analysis Essay Example

Siddhartha Literary Analysis Essay Example Siddhartha Literary Analysis Essay Siddhartha Literary Analysis Essay Essay Topic: Siddhartha In Herman Hesse’s novel, Siddhartha, the main character, â€Å"the handsome Brahmin’s son† ventures off on an expedition to find enlightenment and the meaning of life (Hesse 3). The story goes from Siddhartha being a young Brahmin who â€Å"wants to find God who so far has been to him only a vague idea† to being a materialized gambler who was â€Å"deeply entangled in Samsara† and finally ending at the river where he was at complete enlightenment and unity with himself (Malthaner 1, Hesse 87). Throughout the book, one can comprehend and understand Siddhartha’s maturation through the people he encounters, the experiences he has, and the lessons he learns from them. The reader is taken on Siddhartha’s journey to self-discovery while Hesse analyzes how each event in Siddhartha’s life adds up and contributes to his full knowledge and nirvana. His meeting with Gotama, suicide attempt by the river, and time spent with his son are the three key events that lead to his maturation. After each, Siddhartha is given an epiphany of self-realization, spirituality, and unconditional love, each discovery leading him closer to enlightenment. Throughout the course of Herman Hesse’s novel, Siddhartha, the main character matures and grows through events and experiences, leading up to his enlightenment. Siddhartha’s meeting with the Buddha, Gotama, was the first key step that led to his maturation. Siddhartha had been a part of a group of wandering aesthetics called Samanas who denied all satisfactions in order â€Å"to become empty [oneself] of thirst, desire, dreams, pleasures, and sorrow† (Hesse 14). Siddhartha soon â€Å"felt the torment of the onerous lifestyle† from this way of living, beginning to feel as if he was drifting away from enlightenment and that â€Å"the essential thing- the way- we [the Samanas] do not find† (Hesse 16, 18). Just then, rumors had rapidly spread of a wise man named Gotama who had â€Å"conquered in himself the sorro

Thirty Years War Battle of Rocroi

Thirty Years' War Battle of Rocroi In early 1643, the Spanish launched an invasion of northern France with the goal of relieving pressure on Catalonia and Franche-Comtà ©. Led by General Francisco de Melo, the mixed army of Spanish and Imperial troops crossed the border from Flanders and moved through the Ardennes. Arriving at the fortified town of Rocroi, de Melo laid siege. In an effort to block the Spanish advance, the 21-year old Duc de dEnghien (later the Prince of Conde), moved north with 23,000 men. Receiving word that de Melo was at Rocroi, dEnghien moved to attack before the Spanish could be reinforced. Summary Approaching Rocroi, dEnghien was surprised to find that the roads to the town were not defended. Moving through a narrow defile flanked by woods and marsh, he deployed his army on a ridge overlooking the town with his infantry in the center and cavalry on the flanks. Seeing the French nearing, de Melo formed up his army in a similar fashion between the ridge and Rocroi. After camping overnight in their positions, the battle began early on the morning of May 19, 1643. Moving to strike the first blow, dEnghien advanced his infantry and the cavalry on his right. As the fighting began, the Spanish infantry, fighting in their traditional tercio (square) formations gained the upper hand. On the French left, the cavalry, despite dEnghiens orders to hold their position charged forward. Slowed by soft, marshy ground, the French cavalrys charge was defeated by the German cavalry of Grafen von Isenburg. Counterattacking, Isenburg was able to drive the French horsemen from the field and then moved to assault the French infantry. This strike was blunted by the French infantry reserve which moved forward to meet the Germans. While the battle was going poorly on the left and center, dEnghien was able to achieve success on the right. Pushing Jean de Gassions cavalry forward, with support from musketeers, dEnghien was able to rout the opposing Spanish cavalry. With the Spanish horsemen swept from the field, dEnghien wheeled Gassions cavalry around and had them strike the flank and rear of de Melos infantry. Charging into the ranks of German and Walloon infantry, Gassions men were able to force them to retreat. As Gassion was attacking, the infantry reserve was able to break Isenburgs assault, compelling him to retire. Having gained the upper hand, by 8:00 AM dEnghien was able to reduce de Melos army to its vaunted Spanish tercios. Surrounding the Spanish, dEnghien pummeled them with artillery and launched four cavalry charges but was unable to break their formation. Two hours later, dEnghien offered the remaining Spanish terms of surrender similar to those given to a besieged garrison. These were accepted and the Spanish were permitted to depart the field with their colors and weapons. Aftermath The Battle of Rocroi cost dEnghien around 4,000 dead and wounded. Spanish losses were much higher with 7,000 dead and wounded as well as 8,000 captured. The French victory at Rocroi marked the first time the Spanish had been defeated in a major land battle in nearly a century. Though they had failed to crack, the battle also marked the beginning of the end for the Spanish tercio as a favored fighting formation. After Rocroi and the Battle of the Dunes (1658), armies began shifting to more linear formations. Selected Sources: The French Phase of the Thirty Years WarFrance and the Thirty Years War

Marketing Plan Assignment Example | Topics and Well Written Essays - 1250 words

Marketing Plan - Assignment Example mers across the nation to create their respective online profiles, search for games they are interested in and place a bid for purchasing games from other users. This transactional relationship could be based upon 1) paying the full price of the video game or 2) exchanging video games without the payment of additional costs. The premise of Game Change Inc.’s platform is based upon the notion of acting as an intermediary between two entities (the buyer and the seller) for assisting and facilitating the completion of the transaction and shipping the product to the respective buyer. Moreover, the product idea is also based upon reviving the concept of C2C online purchasing by designing a platform which exclusively serves the Canadian market that is recognized as being the third largest nation in terms of the development of video games (Entertainment Software Association of Canada, 2013). According to Kotler and Armstrong (1991), the tool of SWOT analysis can be applied with respect to the company for the purposes of conducting an effective assessment of the market in which it operates. The identification of the organization’s internal and external matters through the execution of this model can allow the company to have a better view of how it develop its strength to significantly benefit from opportunities while, eliminating the noted threats through the minimization of weaknesses. The strengths, weaknesses, opportunities and threats of the company can therefore be recognized as follows: The strengths of Game Change Inc. are incorporated in the flexible pricing plans which are being offered by the service as unlike the organization’s competitors, the company is focusing upon offering full payment and exchange plans. Secondly, it must also be recognized that unlike its primary competitors Kijiji, eBay and Amazon, Game Change is an exclusive and dedicated gaming platform which strives to enhance the gamers’ overall purchase experience. Therefore, the company

Prejudice and discrimination Essay Example | Topics and Well Written Essays - 1250 words - 1

Prejudice and discrimination - Essay Example Globalization has developed along two main streams namely economic and cultural. For many, globalization is equated with economic interdependence. At the dawn of the 21st century, "the scale and magnitude of global economic interaction appears to be unprecedentedContemporary patterns of economic globalization suggest the emergence of a new international division of labor" (Brahm). Many would argue that globalization has benefited the wealthier nations and pushed developing nations into disadvantaged positions. There are perceived advantages and disadvantages in globalization. Some would view globalization as a factor the divides and widens the disparity between the rich and poor nations. Others would view globalization as an instrument of peace. They argue that countries that are trading partners are less likely to wage war against each other. Globalization attempted to homogenize cultures across the continent at the expense of cultural self-identity. It has bred the polarization of society's affluent and impoverished members. Saskia Sassen posited that globalization contributed to the class polarization while Janet Abu-Lughod concluded that globalization is contributory to the rise of class disparity. If one would adhere to the concept of convergence and global community, any attempt at creating inequity and conflict within the global convergence zone should be condemned. The resurgence of prejudice and discrimination in contemporary times contravene the context of the global village. As members of the global village, our society should not allow prejudice and discrimination socially, ethically and morally. Why is there Prejudice and Discrimination Elliot Aronson in Causes of Prejudice wrote that there are four mitigating circumstances that cause prejudice. They are: (1) economic and political competition or conflict, (2) displaced aggression, (3) personality needs, and (4) conformity to existing social norms (128). Economic and political circumstances motivate prejudice especially when there is a pronounce shortage on resources and one group would want to gain some advantage over a more inferior group. Often, prejudice occurs when there is intense competition for scarce resources. For example, in the nineteenth century, Americans felt threatened about their job security when companies started taking in Chinese immigrants to fill jobs that the native white Americans would not like to take. The Americans felt the Chinese were competing with them thus derogatory and racial slurs were often resorted to vent out their displeasure (130). Prejudice could be a form of 'scapegoating' where the fault of one individual of specific characteristics was transferred to another person perceived and generalized as having the same characteristics as the former but did not have anything to do with the original offense. A transference of aggression occurred when the desire to retaliate appeared to be "too big or too vague" (131). Prejudice in some instances could be a function of a flawed personality. Some individuals had personalities that were predisposed to become prejudiced not because of external or environmental influences. Finally, prejudice was motivated by the need for compliance or conformity to social norms. People were swayed to adopt a prejudicial attitude towards certain groups of people by way of previous histories, the idea that "it's just the way things are in my town", or a tradition

Discuss the maintenance of altruism in the social amoeba Dictyostelium Essay

Discuss the maintenance of altruism in the social amoeba Dictyostelium doscoideum - Essay Example The separation of cheaters reduces the occurrence of cheating by the high genetic relatedness selection of cheaters according to the Kin-selection theory. In the social amoeba Dictyostelium Doscoideum which occurs in soil samples, the relatedness in natural groups is high enough to prevent the spread of destructive social cheaters. High relatedness can control a mutant that would otherwise at low relatedness destroy cooperation. The importance of relatedness is however challenged by the life cycle of social amoeba in the selection to prevent cheating. The altruism of amoeba is featured in the death of some amoeba to ensure the survival of the majority. When the bacterial source of food of amoeba that are naturally solitary organisms is depleted, they aggregate themselves to form a multicellular fruiting body where 25% of the cells die to form a stem that raises the remaining cells high enough for dispersal (Gilbert et al, 2007). The mixture of different clones creates the opportunity for cheaters and co-operators to form the group where they can cheat each other, for example in avoiding creating the stalk. Gilbert et al (2007) used mechanisms such as the estimation of relatedness in nature, searching for cheater mutants in nature and the examination of the cheating advantage of the fbxA . The relatedness is high in the co-operative groups of Dictyostelium Doscoideum since the organism forms fruiting bodies more often with organisms of the same kin. Fruiting bodies that were observed 92% were found to be of one clone (Gilbert et al, 2007). The high level of relatedness reduced the opportunity of cheaters gaining by avoiding forming the stalk which would be costly to the survival of the cells. The socially disruptive cheating mutant fbxA which cheats in chimeras was found to produce little or no spores on its own and hence it would be disastrous if allowed to spread. It would spread at low relatedness to reduce co-operation in the normal fruiting of cells and red uce the formation of spores which could result in extinction. Similarly, the mutant dimAÂ ­? is a social defector that fails to react to the signals to become part of the sterile stalk. The pleiotropic effect due to high relatedness of cells which occurs late during their development discourages cheating hence the dimAÂ ­? is usually unsuccessful. According to Khare et al (2009), some of the mechanisms that can be used to restrain cheating behaviour in nature include lowering the fitness of the cheater by intrinsic selection, pleiotropy of the cheater gene, the high genetic relatedness in natural populations, discrimination on the basis of kin as well as the evolution of the resistance to cheating. This is applied by a population of mutations that are able to resist cheating but this evolution is disadvantageous since it could result in new cheating strategies that could result in the demise of co-operation in these populations. In the research to find out whether it was possible to yield mutants that could resist cheating and still remain co-operative, Khare et al (2009) mixed different mutated cells and allowed them to develop into fruiting bodies and spores. They found that in a natural population of Dictyostelium Doscoideum the wild type allele was replaced during the development of the cells by a mutation that were predicted to be resistant to cheating. They also mixed wild type cells and mutant cells with cheater cells in a ratio 1:1 to

The Importance of English Language in India Essay Example for Free

The Importance of English Language in India Essay These regional languages differ from each other so much that it is not possible to communicate with people of other regions without a common language. Further, India is trying to maintain a good foreign policy. For all this, there is need of a common language i. e. , English. It is this language which is understood almost all over the region in addition to national language of Hindi, all schools and colleges teach English and mostly have it as a medium of instruction. 4 In today’s world, we have to get knowledge of advanced technologies and all kinds of branches of Science. There is an urgent need of such a common language which can be understood by youth all over India and the language in which all data and information is available. It is English only which can be rightly selected as the language to be studied by all of us from the very primary level. This language is a store house of social and political knowledge. Hence, study of English language is of great importance for a developing country like India. 190 English is a language having 300an international status and can provide the best medium to interact with outside world. In all international seminars or summits, all speeches or course material is in English. If India is to utilize these opportunities, and expand its universal view point, then English is the only language which should be learnt by all of us. 251 Further, a nation can remain intact only when its leaders can understand the people living in different regions and can communicate with them in effective and cordial manner. All leaders cannot understand more than ten to fifteen languages of various regions, however, they can easily understand the common language English. This language is important to inspire unity not only at the national level but at the international level. 317 Today, USA and other countries have made tremendous progress in the field of science and technology. In space technology, we are no match to them. The world is making progress in these fields at a terrific speed. To increase and encourage more research work in Science and Technology, we have to study all these subjects in detail. And for this the importance of English cannot be denied. 383 Every nation must develop and encourage its own language. However, in India we have diversity in languages and it is not possible for many years ahead to have a common language like Hindi. Under such circumstances, we cannot wait for long; otherwise we will be left far behind. As such, till such time one language is developed, we must learn and teach English from the beginning itself. Some subject like Science, Mathematics and technology books must be taught in English only. We now know that we have not been able to prosper like other countries of the world due to keeping ourselves away from English. It is this language which can uplift us not only within our own country but throughout the world. 506

Globalisation: Japan And Chinas Economy

Globalisation: Japan And Chinas Economy Globalisation is currently happening rapidly around the world, aiming to bring different ideologies and infrastructures from various countries and join them together and turn it to be worldwide interconnected. According to The United Nations ESCWA, globalisation is actually not a new phenomenon since it has already emerged in nineteenth century, but it started spreading bit by bit from the World War I until the third quarter of twentieth century and it has been defined in many certain ways such as economic field and social field. Globalisation can be defined as entrenched and enduring patterns of worldwide interconnectedness on physical, normative and symbolic ranges, causing distant happenings and developments and it may bring serious local impact towards affected countries. The original idea of globalisation is not trying to bring the new principles, materials or infrastructures to replace or take over the old one, just embed within more expansive sets of networks and interregional relations power (Held D. McGrew A. 2003, P.3). Today, the world has been slightly changed by globalisation, and it may keep changing in the future, many countries have benefit from globalisation, but also fall victim to it, therefore it is valuable to explain the effect brought by globalisation with the examples of China and Japan. China is actually one of the countries that fall victim to the globalisation, the major issue is unequal distribution of wealth which caused by local inflation, and numbers of other negative effect such as environmental pollution, and family member staying apart in the nation. China is the country that having the largest population size in the world, there are more then eight hundred labour force out of thirteen hundred million total population size currently in the country, ranking number one in labour force in the globe according to the Central Intelligence Agency World Factbook. It is an undeniable fact that China nowadays is the world factory, many international firms are likely to manufacture and produce various variety of goods such as toys, clothes, computers, and vehiclesà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ parts, but also perform different kinds of outsourcing in China, due its largest number of factory workers, good quality of the products and the low wages of factory worker. Outsource is various business processes in order to achieve a huge variety of business objectives ranging from decrease of cost to invention and business alteration(Mani D., et al, 2010); However, these factory workers not only working with low salary, but also have to work long hours and having no government welfare. The Chinese Government did not increase the lowest wages standard and trying to retain it instead even inflation has happened in the region in order to keep and gain more foreign companies produce goods and perform outsourcing in China. The inflation appeared because foreign investment increased in China therefore lead to a boom in the economy which causing local inflation. Meanwhile, the other simultaneous occurrences of workers earning retained low salary and working with no welfare, they have to spend more money for living because most of the goods in society have increased in price; by the time the economy has increased by more foreign investment, more workers are tend to work within these sort of careers, however, the number of jobs did not increase as the amount of workers increased, therefore more workers may be unemployed or underemployed (Kwong Leung T. Chack Kie W. 2003, P.16). Nevertheless, owners of local companies have earned more profits due to more foreign investment has been made in the country, but these owners did not provide higher salary to the workers while companysà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ profit increased. It is causing a current social problem in China that the rich gets richer, and the poor gets poorer, consequently engendered the issue of unequal wealth distribution as a result of globalisation. Secondly, increase in environmental pollution will be caused as a result of the increase in production in China. According to the World Health Organisation report in 2007, there were six hundred and fifty six thousand Chinese citizens killed by indoor and outdoor air pollution and another ninety five thousand and six hundred were killed by consuming polluted water. Variety of a large amount of chemicals and may be even toxic materials is possible to be discharged into the air, water and soil during the production process, acid rain is one of a very common effect due to these problems; meanwhile, after one manufacturing is finished, the discarded after-manufacture raw materials turned to be useless and majority of them will be piled up and place at a landfill, releasing detrimental substances and this is harmful to the local environment. It is able to be believed that this is another reason of China falls victim into globalisation. Thirdly, majority of factory workers came from different areas in China initiate the family crisis. Numbers of these workers were even moved from rural areas within the nations and working far away from home, this part of workers are willing and likely to work even earning low wages in the factory. Nonetheless, they still chose working there because comparatively the amount of money they earn as working in the factory is a lot more then the sum of they earn at home place and so from rural areas. It is possible for them to make the earnings to afford normal live in city, and even send money back home, therefore many workers like to work in a factory even with low wages. It is possible to say that this is another reason of China fall victim to globalization due to the family problem, and it is able to be widely believed that the given reasons and examples are capable to explain why China is one of a victim in consequence of globalisation. Japan is one of a country that can be said as benefiting during the globalisation process according to its exports of goods, services and technology toward many other countries around the globe and its culture and language exchange with the other countries. Base on the Central Intelligence Agency World Factbook, the Gross Domestic Product (GDP) of Japan has stop rising rapidly until 2007 and start increasing less from 2008, and even more in 2009 as well. However, Japan is still the second largest economy around the globe, just behind the United States of America (International Monetary Fund Report, 2005). Japan has a huge amount of export with its vehicles, electric equipments, technologies. This is a fact that all these goods from Japan are currently using by different individuals in different countries. Japan has a very large quantity of export with the local products of vehicles and electronic devices. There are many famous vehicles manufacturing company has export products to the other countries, for instance, United States of America, India, Australia, China, Indonesia and some other nations; for electronic devices, for examples, computers, laptops, cameras, printers, mobile phones and various of other sort of electronic devices are extremely well-known around the world. The brands of these goods are very familiar in daily life, such as Toyota, Nissan, Mitsubishi, Honda, Sony, DoCoMo, Canon, Panasonic, Sharp. These are very common brands of motor vehicles and electronic tools. Japan is one of a member of G8 and it is the only single country which joined the group within Asia. Meanwhile, Japan is also one of a member of World Trade Organisatio, can be also called as WTO (Central Intelligence Agency World FactBook, 2010). This is showing that Japan is capable to trade with other nations and states. Hence, in the course of large amount of exporting goods such as motor vehicles and electronic devices, this raise up the Gross Domestic Product (GDP) in Japan most of the time and make Japan to be the second largest economy in the world for a long time. Japanese culture is another issue that is valuable to be mentioned. There are many different kinds of Japanese culture have keep spreading all over the world. For instance, gourmet culture, music culture, and some other sort of popular culture such as cartoons and anime have been spread around the world; For gourmet culture, it can be said without questions that sushi can be easily seen in the majority of developed countries, this lead to a Japanese food culture bring into the other places and increase the reputation; for music culture, a lot of music style and different types of genre of Japanese music are very music have been bought into the other nations especially Asia, hence, the musical manner imported towards other places and so increase to CDs sales in foreign market; for the popular culture such as cartoons and anime, some well known cartoons and anime are not only broadcasting in local Japan, but also broadcast in many other countries such as Asia countries, and a big amoun t of these cartoons and anime are selling in the other foreign nations as well. These is able to proof that Japanese popular culture have been spread and bought into the other places, and simultaneously increase the popularity and reputation about Japanese culture therefore raise up Japan local economy due to the demand of Japanese goods which are related to its culture have increased. For example, more Japanese chiefs and local Japanese raw materials for gourmet field are demanding more and more in other nations; Japanese music get into foreign markets therefore the export of Japanese music CDs can sell are at higher price because the demand enlarged; for culture of cartoons and anime, it is probably the same occurrence of music CDs, also the level of popularity and reputation increased, so increase its sales thus higher the demand and lastly improve the Japan economy. Nevertheless, other than the economical benefit in the globalisation, the introduction of mentioned different types of culture importing to other states, widened the areas that adopted Japanese c ulture and civilisations, so Japan has also benefited from globalisation in this area as well. Lastly, according to various categories of Japan exported goods has imported to other nations, the reputation of Japanese culture improved within the other nations, therefore, individuals in other countries getting more interested in Japan culture and so does Japan, too. Because of that, more tourists are likely and feel interested travelling to Japan, for this reason, the tourism level in Japan increase and bring up the economy with the expenses from the tourists and earnings from tourism; Consequently, it is possible to say that Japan has benefit from globalisation in the economic and cultural area since large amount of exports of goods and culture. In conclusion, globalisation is able to be said as happening in a fast pace around the world, it is advantageous to some countries, however it is disadvantageous to some of the others. For example, China is being disadvantaged as the result of regional inflation, and plenty of additional effects have been brought, for instance, polluting the environment, and causing some family members aloof from the families. These points are able to proof that China has fall victim from globalisation. On the other hand, Japan can be said as one of a country that being benefited due to globalisation with the reasons of great amount of export, such as motor vehicles, electronic instruments, and so do different sort of cultures including eating culture, musical culture and the cartoons and anime culture, and also increase in tourism, these caused an increase of Japan economy, so it could be believed that Japan is benefited from globalisation. Globalisation is aiming to develop society and bring the pr os together and share it to the whole world even though some cons might be brought to particular nations, but it is still a positive incidence to the community.

Water In the Middle East: Prospects for Conflict and Cooperation Essay

Reasons and origins of the conflict for water are dating back in the late 40s and the Arab-Israeli conflict. More precisely, the countries involved that represent potential conflict are Israel and Syria, as well as Israel and Palestine. For example, what can be mentioned here are Israeli aspirations to keep tight control over the economically important areas. This is directly linked to the water issues and diverting the water from one to another region. Other Arab countries are strongly opposing such shift as this will increase Israel’s industrial and agricultural capacities and, consequently, will encourage further Jewish immigration to the country. There have been plans to prevent such discourse, but Israeli`s military strikes have prevented these intentions back in 1965−1966 (Kershner, 2013). Even despite the fact that Israel and Jordan have settled their water disputes in the 1994 peace agreement (ibid), the water remains an important source of tension between Israel and Syria and, by default, between Israel and Lebanon. Water disputes are contributing towards failure of the peace talks between Israel and Syria in the 1990s, as well as those between Tel Aviv and the Palestinian Liberation Organization (PLO) (ibid). Many of the water resources in the peninsula have been under Israeli control and some of the construction works of the other countries have been the first significant attempts to challenge the above mentioned status quo. On the other hand, apart for the prospects for conflict, the role of the international community has been from great importance, as it is trying hard to impose a middle ground between the conflicting countries. It is clear that no final agreement is possible until there are agreed-upon borders betw... ...er. The University of Michigan, 1997. 11. Jordan Times, 1 June 1994. 12. Juusola, H. Water Conflicts in the Middle East. December, 2012. 13. Kershner, E. (2013). A Rare Middle East Agreement, on Water. New York Times, Middle East. 14. Middle East International, â„â€" 458, 10 September 1993. 15. Monday Morning. No. 448, September 2002. 16. Muhammad al-Baba Shaaban, Abdallah Khoury et al al-Dzhugrafiya. 1988, Beirut, page 55; US Army Corps of Engineers, Water in the sand: A survey of Middle East water issues. 17. Palace, Z. (2013) â€Å"Business and Water: New Channels for Breaking the Impasse in the Middle East?†. Business and water, panel summaries and transcripts. Forum 2000 18. PBS Online edition: â€Å"A Struggle for Water Resources in Middle East Conflict†. October, 2010. Retrieved from http://www.pbs.org/newshour/extra/video/blog/2010/10/a_struggle_for_water_resources.html

Promoting Children’s Play, Learning and Development Essay

In this TMA I have met the ethical requirements of the E105. I complied with the ethical guidance published by BERA, 2011 under the United Nations Convention on the Rights of the Child (UNCRC) by informing parents and giving them the option to withdraw their child from participating; as some children were of an age where they had a limited understanding of the purpose of the investigation (BERA, Guidelines 16 – 21, 2011). I explained to parents and colleagues why I was carrying out the observations, and that I would comply with the Data Protection Act 1998 by making my findings anonymous and it will only read by my tutor. I reassured parents that the welfare of the children was paramount and would not be affected by my investigation. If for any reason their child refused to participate or became distressed, then I would immediately terminate my observation. I gained consent from children in a sensitive way and ensured that my investigation was not a hindrance in their care, learning & development. Activity 3. 13 (Block 3, pg 57) helped me in planning my method to approach children to gain their consent. Introduction This assignment is based on an investigation I carried at my setting on the play and learning experiences provided for four year olds. My key question on which I based my investigation was: How I could make children’s play and learning experiences fun and enjoyable? The United Convention on the Rights of a Child (UNCRC) says that ‘Every child and young person has the right to rest, play and leisure’. (UNCRC, Article 31, 1989) Play can be interpreted in various ways however in the context of a setting; I understand play as an experience in which children have fun, enjoy and learn at the same time. Being the manager and room leader I have a major influence on the learning experiences provided for the children. I therefore decided to investigate the impact of my current planning and provision on children’s play experiences. In my observations I looked at children’s ‘disposition’ to the play experiences I had provided (Katz, 1993) cited in E100. I used the Leaven Involvement Scale for Young Children (Leavers, 1994) which highlights signals that help measure how involved a child is in the activity. A child would be involved and engaged with an activity if it was enjoyable and stimulating. In my discussion I analyse my practice based on the investigation and then discuss my changing values and beliefs and the impact it has had on my practice in relation to promoting children’s play, learning and development. [241 Words] Analysing my practice: In my setting I was finding it difficult to balance between focused and free play activities for four year olds in order to meet the ‘early learning goals’ set out by the Early Years Foundation Stage (EYFS, 2008), therefore I decided to investigate this area of my practice. I carried out ‘tracking observations’ (Block 3, pg: 52) on three children aged four, two boys and a girl, as there are more boys than girls at my setting. I observed each child using the suggestions made by Devereux J, Observing children (Reader 2, chapter 8) over a period of three days. I was a ‘complete observer’ during the first day of my observations so that maximum information could be attained. I was a ‘participant observer’ on the second and third day (Block 3, pg: 46). I wrote field notes during the observations, then added detail later using recommendations by Lofland and Lofland (1995) (Block 3, pg: 52). The emerging pattern in my observations on Day 1 was that all three children enjoyed undirected play, and were more involved in the experiences when it was self chosen. However on Day 2 and 3 they were equally involved in adult-led play experiences, when they were planned based on their interests seen on Day 1 and at the edge of their capabilities, ‘zone of proximal development’ (Vygotsky, 1962) (Block 3, pg: 24). (Appendix 2). Adam and Sara were often seen in the home corner. It seemed as though they had created their own play world, where they would not be disturbed. They were seen taking various resources to explore in the home corner. In observation1 (Appendix 1a, lines 8-13) the practitioner is seen demonstrating the socio cultural theory in the way she extends Adam and Sara’s learning by ‘scaffolding’ and ‘guided participation’ (Rogoff, 2003), She is being ‘sensitive to their zone of proximal development’ (Woodhead, 2008, pg: 162) (Block 3, pg: 24). John was seen engaging in imaginative play in the ‘mini world’ where he was imitating the sounds of the different animals as he was playing with them. (Appendix: 1h, lines 61-66). His play fits into the constructivist view where he is ‘actively engaged in testing and refining’ his understanding (mental mode). A similar view can be seen my observation (Appendix: 1f, lines 42-51), where John demonstrates what Piaget (1951) would call ‘discovery learning’ in the way he innovates a new painting technique. My organisation of the activity provided an experience for children where peer-peer interaction was encouraged (symmetrical relationship). There was scope for ‘cognitive conflict’. (Block 3. Pg 23), which was demonstrated by the way Sara and Adam learnt a new skill of painting from John (Appendix 1b& 1e). The ‘change of routine song’ sang by the practitioner (Appendix 1i, lines 68) demonstrated the behaviourist theory, ‘stimuli and response’ (Block 3, pg: 20). Hearing and watching the practitioner, John immediately knew that it was snack time. [483 Words] Changing values and beliefs: I used the ‘three-layer model’ and the RP cycle in Block 3, activity 3. 23 to help me unfold my underlying beliefs and practices with regards to how children learn. In ‘stage 1’ I believed that play is important for children in the early years and that children learnt best through play, however when exploring my practice, in ‘stage 2’ I found out that at my setting I lay great emphasis on adult let activities for 4 and 5 year olds. I saw their play as time passing in between the focused activities and disregarded this as an active opportunity for learning. When taking the role of a ‘complete observer’ during my investigation I realised how much children were learning during self chosen play experiences. During ‘stage 3’ of the RP cycle I found that the regular group sessions that I was arranging for the 4 and 5 year olds were far from play. In fact it mainly consisted of direct teaching with EYFS goals in mind. Children achieved some of the goals set; however they did not enjoy the activity (Appendix 2). It seemed as if the children were eager to complete the task so that they could go back to playing (Appendix 1c & 1g). At the end of the each session, I asked Adam, John and Sara what they liked most about their nursery day (Appendix 5). On the first day all three participants chose an activity that was self chosen; however on the second day, two of the participants chose focus activities and on the third day all the participants chose focus activities. This made me realise that planned focused activities were equally enjoyable if they were based on the interests of the children involved. This investigation gave me a better understanding of the EYFS principle: a ‘unique child’ (DCSF, 2008a). It made me realise how important it was to plan play experiences based on children’s interests; rather than on the ‘goals’ set by the EYFS. When I planned adult led play experiences on the second and third day based on my observations of each child’s interests; they were more involved in the activity and also achieved many of the EYSF goals. (See plan in appendix 3) My practice is similar to that described by Sexton L, 2012 on the tutor group forum, where I use a combination of all three theories in my practice but in different contexts. Gilchrist J. 2012, posting made me think about my practice in how she uses ‘children who are more able in our setting to support others who are more reluctant to take part and encourage them to learn from each other’. I currently use a constructivist view when planning focus activities for children based on their ages and abilities, ‘stages of development’ (Block 3. Pg 23); however if I was to use the Socio constructivist approach and mix group them, then there would be scope for ‘peer-to-peer learning’, where children would learn from the ‘more able other’ in a more social way. [507 Words] Changing practice: Using the ‘continuum of pedagogical approaches (DCSFa, 2009)’ (Block 3, pg: 27) I found that the play experiences I currently provided for 4 and 5 year olds were a mixture of ‘child-initiated’, ‘focused learning’ and ‘highly structured’ approaches however my main approach was ‘focused learning’ for 4 and 5 year olds. Observing children during my investigation made me see a wealth of knowledge and learning emerging from each other; which I previously overlooked. An example of this can be seen in appendix 1, where Adam and Sarah made the home corner into a shop and defined their roles as ‘shop keepers’. I underestimated children’s capabilities and their ability for independent learning. From my investigation, I saw the positive impact of focus activities when they were innovative and planned on children’s interests. This is also a requirement of the EYFS, ‘physical and mental challenges†¦active learning’ (Principle 4. 2, DCFS, 2008) I particularly liked the ‘painting outside’ that I saw on the DVD and set up a similar activity in the outdoor area. This encouraged participation of many children including some who generally did not take an interest in painting or ‘mark-making’. (Refer to Appendix 4, feedback from a colleague). I discussed some of the play experiences provided by other practitioners that I came across during my Block 3 reading with my staff during our weekly planning meeting; some of my staff acknowledged the enjoyment of children during the innovative play experiences that I had provided as I was ‘exploring my practice’. They shared positive feedback from parents of some of their key children who also noticed a change in their child’s learning experience. I used this as an opportunity to motivate my staff to research innovative play experiences for children. I recommended them to use the internet; particularly the ‘tes’ (teacher’s site for education resources) to access a range of creative play experiences for the foundation stage. During the meeting staff raised concerns that, having 35 children in the setting, it is not practical to plan play experiences based on each child’s interests; therefore we agreed on setting up a rota system, where two of each key person’s children are observed each week and their observed interests are used to plan play experiences for the following week, during which a second set of children would be observed I realised how important it was to observe children; yet it can be quite difficult for practitioners to do so regularly with other responsibilities; I therefore set up a rota system where they have observation days on which the staff member in only observing and does not get involved directly with the children unless required. Influenced by Anning A. and Edwards A. (2010) ‘Creating contexts for professional development’ in reader 2, chapter 24, I shared my findings with an Early Years Consultant from the local authority and arranged a staff training session to help us incorporate a more play based curriculum for children. [490 Words] Conclusion From my investigation and data analysis, I concluded that careful planning of play experiences, using innovative styles and taking children’s interests into consideration proved to be effective in providing an enjoyable learning experience for the children. I strongly believe that the planning cycle should start from observations of children rather than based on adult decided themes as was my practice previously. A balance of free play and focused activities is important to ensure that children enjoy their learning experience. Practitioners should take the lead from children and extend their learning by joining in their play, rather than direct teaching. Focus activities that were hands-on proved to be effective in providing an enjoyable learning experience for children and achieving the EYFS ‘early learning goals’ (DCSF, 2008) (refer to appendix 3) The physical organisation of the setting can give strong messages to children. It is important to give children the ‘free use of space’. ‘To be structured so they (the children) can be unstructured’ and ‘the freedom to control themselves’ (Hartley 1993:63) cited in Reader 2, pg 220. This can be seen in observation 1a where Sara and Adam were able to move the furniture to make their ‘shop’. [198 word] Self-reflection I found this assignment very interesting as it gave me an opportunity to step away from my role as a manager and look deep into the actual learning of individual children. I found it difficult deciding on which evidence to submit as I was limited to three pieces. [49 words] References: Anning A and Edwards A, (2010) Creating contexts for professional development in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. British Educational Research Association (BERA, 2011) Ethical guidance for Educational Research, London, 2011 Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Draper L and Duffy B, (2010) Working with parents in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Gilchrist J. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 30th of January 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 1st February 2012) Laevers F (1994) Effective Early Learning Programme: Child Involvement Scale, in Bertram T and Pascal C, Centre for Research in Early Childhood, Birmingham (online) http://www. decd. sa. gov. au/farnorthandaboriginallands/files/links/link_104984. pdf cited on 20th January 2012. Moss P, (2010) The democratic and reflective professional in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Paige-smith A and Craft A, (2010) Reflection and developing a community of practice in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Read M and Rees M, (2010) Working in teams in early years settings in Cable, C. , Miller, L. and Goodliff, G (eds) Working with children in the Early Years, Abington, David Fulton in association with The Open University. Robson S (2010) The physical environment in Miller, L. , Cable, C. , and Goodliff, G (eds) Supporting Children’s Learning in the Early Years, Abington, David Fulton in association with The Open University. Sexton L. (2012) ‘Blue group-week1 activity’, E105 11J Tutor group forums, 16th February 2012 (online), http://learn. open. ac. uk/mod/forumng/discuss. php? d=836298 (Accessed 18th February 2012) The TES-Education jobs, Teaching resources and magazine & forums. Website: www. tes. co. uk/ The Open University (2010), E105 Assessment Guide 2010, Milton Keynes, The Open University The Open University, E100 Early years practice: Practitioners and children 2010, Study Topic 3, Milton Keynes, The Open University. The Open University, E105 Developing reflective practice: key themes, 2010, Block 3, Milton Keynes, The Open University. The Open University (2010) E105 The early years: developing practice, ‘DVD 2: Painting outside, Milton Keynes, The Open University. Appendix1 Observation on Day 1: Adam 1a) 12:50 pm Home cornerEngagement according to Leuven scale (LS): 5 Adam gets some magnets from the resource cupboard and takes it to the home corner†¦ He then gets behind the drawer and says, ‘lets make a shop Sara. Come here’. He indicated to Sara to come next to him. A practitioner comes up to him and says, ‘why did you move the furniture? Put it back the way it was please. ’ He looks at Sara as he wants her to answer. When the practitioner physically starts to move the drawer back Adam speaks up saying: ‘we’re making a shop’. ‘Wow really! What kind of shop? ’ she asks. ‘Toy shop’ he replies. ‘Where is your till? ’ she asks. Adam quickly climbs over the drawer and gets the till from the outdoor area. He places the till on the drawer and gets behind it again. ‘We’re the shop keepers’ he says pointing to Sara. Practitioner gets some money and plays the role of a customer. ‘What are you selling in your shop? ’ she asks. ‘this’ says Adam pointing to a rectangular magnet block. ‘How much is it? ’ she asks counting some coins in her hands. ‘? 2’ says Adam, holding up two fingers. 1b) 1:15 pm: Creative/Paint area LS: 4 Adam watches Sara painting with the string. He asks practitioner for another sheet of paper. He takes the string and takes the string that was in the burgundy paint tray. He dips it in the yellow paint and holds it with both hands at the ends and makes straight line prints on his paper. 1c) 1:30 pm: Focus activity-adult led. LS: 3 Practitioner calls Adam and two other children for a literacy session. They go to the quiet room next door. She holds up a picture card and tells them to say what they see and sound out the letters that make the word and write it on their paper. Adam is able to correctly write the names of some of the objects. After the writing activity, the children had to group the cards according to the first letters. Each child was given a stack of cards and they had to place them correctly in each alphabet group. Adam was able to sort some of the cards in the correct group. When he heard John say ‘Finish’, he threw his cards down and ran for the door. 1d) 2:00 pm: Home corner/role-play LS: 5 Adam returns to the home corner with Sara. He takes play dough and two rolling pins. ‘Let make biscuits’ he tells Sara as he gives her a rolling pin. ‘He rolls out the play dough and goes to the resource cupboard and gets animal cutters. He cuts the rolled play dough and places them in the oven tray that I placed next to his table. He holds the oven tray, and tells ‘Sara to go and put the biscuits in the oven’. Observation on Day 1: Sara 1e) 1:15 pm: Creative/Paint area LS: 4 Sara leads Adam to the creative area. ‘lets go and paint’ she tells him. She gets an apron and sits opposite John. She watches him paint using string and follows his hand with her eyes as he continues making patterns. She then picks up another string and dips it in the red paint and making similar patterns on her paper. Observation on Day 1: John 1f) 1:10 pm: Creative/Paint area LS: 5 John dips the paint brush in the blue paint. Mixes the paint, and then pours some red paint into the blue and continues mixing. He then gets up and goes towards the resource drawers. He pulls open the ‘paint’ drawer. Looks inside, and then closes it again. He moves up and opens the animal drawer. Picks out an elephant, and then puts it back again. He then opens the beading drawer. He picks out two strings; one yellow and the other red. He goes back to the paint table and sits down on the chair. Pulls the chair closer to the table and puts the strings down next to the paint trays. He looks at Sarah, then at Adam. He then picks up the yellow string and dips it into the burgundy (paint he mixed earlier). He slowly pulls out the string, holding it at one end, and takes it over to the blank white sheet of paper next to him and moves the string in circular motion, forming a pattern. He dips the string again, holding onto one end and brings it back to his picture and continues making circular patterns. 1g) 1:30 pm: Focus activity-adult led. LS:2 John attempts to make marks and is able to correctly write the first letter of the objects. After 3 pictures he starts looking towards the door. Practitioner notices that he was not focusing on the activity so she directs a question at him. ‘John what is this? ’ she asks holding the picture card. ‘Car’ he says. ‘That’s absolutely right, now will you write car on your paper? ’ she asks. He correctly forms the ‘c’ and ‘a’. After the writing activity, the children had to group the cards according to the first letters†¦ John started placing his cards randomly in each group. He placed the ‘duck’ in the ‘a’ group, ‘pig’ in the ‘b’ group etc. ‘I am finished’ he said when he distributed the cards. It seemed as if he was rushing to get over the activity so that he could go back to the hall. 1h) 2:00 pmLS: 4 John plays with the animals that I had set up in the mini world. He holds up a cow and makes ‘moo†¦moo’ sounds as he moves it back and forth. He rearranges the blocks separating the animals. He places the sheep on the grassy area and the horses next to them divided by wooden blocks. He moves the pigs next to cow and makes the cow eat it, licking his lips and smiling as he does that. When a practitioner comes up and sits down next to him, he walks away. 1i) 2:30 pm- Snack time Practitioner starts to sing aloud: Everyone do this, everyone do this, just like me†¦. John stops and copies the practitioner placing his hands where she instructs. She then leads the children to the bathroom to wash their hands. John follows. He returns back to the hall and sits around the snack table, waiting for his plate. Appendix 2: Graph showing the engagement of children in adult directed/focused activities: Involvement Measured using Leaven Scale (Leavers, 1994) Appendix 3 Plan for focused/adult led activities that I conducted on Day 2 & 3 based on my observations on the first day. Adam, Sara and two other children sharing their interests: Day 2: Visit to the local toy shop, with clip boards, pen and paper. They were instructed to write a list of 10 items they would like to sell in their own toy shop. EYFS (DCSF, 2008) learning goals intended to achieve: ‘Attempt writing for different purposes, using features of different forms such as lists, stories and instructions’ ‘Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed’ (CLL) ‘Count reliably up to ten everyday objects’ (PRSN) ‘Find out about, and identify, some features of living things, objects and events they observe’ ‘Handle tools, objects, construction and malleable materials safely and with increasing control’ (KUW) Day 3: A biscuit baking activity. EYFS learning goals achieved: PRSN, KUW, CLL, PSE, PD and CD John and two other children sharing his interest: Day 2: Large animal jigsaw Once complete, they were asked to write the names of the animals that were in the puzzle. They were then asked to write how many of each animal they could see. EYFS learning goals intended to achieve: PSE, PD, CLL, KUW and PRSN Day 3: Animal sound recognition Game that involved playing an animal sounds CD and guessing which animal it was for each sound. EYFS learning goals intended to achieve: KUW, CLL and PSE Key for symbols used: CLL: Communication, language and literacy, KUW: Knowledge and understanding of the world, PRSN: Problem solving, reasoning and numeracy, PD: Physical development, PSE: Personal, social and emotional development, CD: Creative development Appendix 4: Feedback from colleague: ‘The painting activity was so wonderful. I couldn’t believe Cameron actually got involved. I have been trying to get him to paint and make marks but he’s always refusing. ’ Appendix 5: Carpet time: I asked children which activity they enjoyed the most at the end of each session. Their responses were: Day 1-Adam: ‘playing with Sarah and making my shop’. Sara: ‘painting’. John: ‘painting’ Day 2-Adam: ‘Going to the toy shop’. 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