Exploring an Object Essay Example | Topics and Well Written Essays - 1750 words

Exploring an Object - Essay Example Description: My grandfather’s weapon is a doubled barreled, semi-automatic CZ-USA Sporting Shotgun, which uses â€Å"ammunition of 12 or 20 gauges† and best suited for hunting, which is one of his most favorite hobbies (CZ-USA Shotguns 17). It is capable of firing both lead as well as steel pellets. With walnut wood gunstock and fore end, and â€Å"checkering† on its â€Å"gripping surfaces, it acquires a sleek outlook. The components of the â€Å"barreled action† are prepared in â€Å"construction steel† with the protection of â€Å"alkaline oxidation† on the surface (17). Its comfortable grip enables it to be balanced in both hands and it is easy to aim and shoot. Besides, the weapon facilitates best results even on the occasions of instinctive firing. Similarly, its trigger pull weight is low, and it possesses a high accuracy of fire, apart from having a â€Å"long service life and â€Å"high reliability† (17). The brown wood with a silver patch and the metallic steel barrels offer it an elegant look and render it a remarkable grace. (Image Source: CZ USA Shotguns 17) Formal Analysis: While normally people perceive a gun as merely a weapon, the fact remains that it connotes to concepts far beyond notions of an object of destruction. It represents class and power as well as emulates the emotion of pride in the person who possesses the equipment. Therefore, makers of gun pay meticulous attention in its design and visual appeal. The design of my grandfather’s shotgun illustrates these concepts and much beyond. Its whole structure and design inspires awe in the beholders’ eyes and the elongated barrel offers an impression of its muzzle power. The firearm’s heel is broader, which tapers down to its toe to a slightly pointed shape. Similarly, the stock is designed with a sharp slant upwards to the grip, while the grip is shaped to offer maximum comfort to the shooter when firing from the weapo n. In addition, the checkered design on the grip offers it great charm in close up besides providing extra firmness to the hold while gripping the weapon. The fore-end is also made in brown walnut wood, with the same checkered texture as in the case of the grip, to offer better hold on the weapon while firing from it. The magazine loading port is rendered in silver color, thus providing a contrast with the brown stock and base of the magazine tube. Similarly, the barrel done in metallic steel also compliments the color and appearance in full alignment with the stock and fore-end. The upper barrel is lined with steel grids, which give its design a three dimensional effect apart from providing it more sleekness. Further the elongated and rather narrow barrel best fits the athletic appeal of a sporting gun as well as renders it uniqueness from similar weapons. This object falls in the category of functional art, which envisages the concept that a piece of functional art is beautiful be cause of its â€Å"exquisite functionality† (Cairo xx). Thus, it can be construed that since the weapon serves a purpose and has functionality as a firearm, it needs to be categorized as functional art. Similarly, Cairo (2013) further clarifies that the ability to visualize is a tool and, therefore, functional art is a device, the aim of which is to â€Å"help an audience complete certain tasks† (23). Thus, it transpires that an object that serves a purpose falls in the cate

Songs and Poetry Essay Example for Free

Songs and Poetry Essay Develop a kit which contains the following : * One song ( of a duration of 3 – 5 minutes ) and one poem ; * For the song, you may either retain an established tune and create your own original lyrics or create your own tune as well as original lyrics ; * Your song and poem must meet the requirements of the syllabus and the curriculum standards of the primary ESL Classroom; * Provide a brief rationale/justification for your selection. * One lesson plan for a duration of 60 minutes for each of the selected song and poem. * Your lesson plan should include worksheets, task sheets, etc. All teaching aids are to be submitted together with the lesson plan. Your kid will be assessed on the following criteria : * Suitability of the song and poem selected in relation to the lesson planned; * Originality and creativity of teaching ideas / activities designed; * Evidence of a gradation of activities that lead to successful learning of the intended learning outcomes; * Appropriate and a variety of teaching materials. You may present your kit in the following ways : * In booklet form ; * In a ring file with clear separator; * Any other presentations which you deem to be effective and attractive. Justification / rationale for the selection of song . Song: Old Pak Karim Had A Farm ( Adapted from Old Macdonald Had A Farm ) Genre: Nursery Rhymes * Age * The song is suitable with the targeted group, year 3 KSSR because it contains a little vocabulary and the students are familiar with the words used in the song. For an example, cow, duck and pig. * Content * Teacher should choose a poem that encourage and motivates the students. So I personally belief that the song that I have chose will motivate and  engage the students in the lesson as it focuses on different types of animals and the sounds they make. * Proficiency level * The rationale of choosing this song to be taught to a Year 3 students is also because of their proficiency level. At this primary level, I feel that the students are not exposed to difficult vocabularies but to only certain comprehensible words. So, this important element fulfills the choice of my song that is ‘’Old Pak karim’’ because it contains simple words . Not only that, the rhythm and the tempo of the song is also on par with the students’ proficiency level. It does not have a fast tempo and complicated music which will bore the students. * Interest * The song that I have designed for the Year 3 KSSR students, develops motivation among the students, develop imagination among them about animal, stimulates curiosity, draw on personal experience. I belief that when a teacher proposes the students with a stimulus that the students have experienced before, it will make them to indulge in that particular lesson because it is something of their interest. Directly this song will encourage active participation among the students, and create desire to continue learning. * Culture * This song will create a phenomena to expose the students whom are from urban areas and had never seen farm animals such as cows, pigs and so on. By using this song, teacher will be able to expose the students with a farmer’s lifestyle and their culture. He/ she may explain the daily routine of a farmer or different types of animals that can be found in a farm. * Resources * This song can be easily found in the internet and teachers could simply download the song and have an interesting lesson in the classroom. Lesson plan Date | 21st March 2013| Time| 10. 00 – 11. 00 am| Class | Year 1| Number of students| 25 students | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| Animals and the sounds they make. | Focused / Main skill| Language Arts | Integrated skills| Listening, speaking and writing | Curriculum Specification| 1. 1. 3 Able to listen to, say aloud and recite rhymes or sing songs with guidance. 1. 1. 4 Able to talk about a stimulus with guidance3. 1. 1 Able to demonstrate fine motor control of hands and fingers by : ( a ) handling objects and manipulating them. 4. 1. 1 Able to enjoy nursery rhymes, jazz chants and action song through non-verbal response. 4. 1. 2 Able to recite nursery rhymes, jazz chants and sing action songs with correct pronunciation and rhythm. 4. 3. 1 Able to produce simple creative works with guidance based on : ( a ) nursery rhymes 4. 3. 2 Able to take part with guidance in a performance based on : ( a ) nursery rhymes | General objective| To expose students with different types of animals and the sounds they make. | Specific Objectives| By the end of the lesson, students should be able to : 1. Listen to the song and take part in an oral activity with 100 % accuracy. 2. Enjoy and sing the song with 100 % accurate pronunciation. 3. Follow the actions and movements. 4. Create a simple creative work, face mask according to their characters they are appointed to. | CCTS| None| Grammar| Verbs | Vocabulary| Cluck, oink, quack, woof , moo| Teaching aids| 1. Pictures of different types of animals. 2. White board 3. Song clip 4. Speakers 5. Computer 6. Manila cards 7. Marker pens 8. String | Moral values| Love the animals. Cooperation. Group work. Sharing. | Previous knowledge | Students are exposed to several types of animals and they have been taught to do animal masks. | Stage / Time| Content| Teaching Learning activities| Remarks / Rationale| Set induction( +- 5 minutes ) | Talking about oneself. | 1. Teacher gets into the class and capture the students’ attention by asking them few question about themselves. Ex : Hello students, how are you all feeling today? * Do you have any pets at your house ? * Can you name some of the farm animals that you know. 2. After having the students to respond, teacher proceed to the next stage of the lesson. | Rationale The rationale for having a two way interaction during a set induction is to ensure that the students are ready physically and mentally. Having a two way communication will give a room for the students to speak out about themselves and motivates them to learn the lesson that has been designed for them for that particular day. | Pre stage ( +- 10 minutes ) | Introduction of a character. Different animals. | 1. Teacher paste a male character on the board and introduce him briefly to the students ( Refer to appendix 1 ) 2. Next teacher pastes pictures of various animals on the board. ( Refer to appendix 2 ) 3. The teacher points out few students and get them to name the animals that has been pasted earlier. 4. Then, the teacher asks the students to make the sounds that the animals make. 5. Teacher observes the students’ participation in the classroom. | Remarks-Now let me introduce Pak Karim. He has few animals with him. | While stage ( +- 20 minutes )| Listening comprehension -Cow, Duck, Chicken, Pig, Dog. | 1. Teacher plays a song clip ( Refer to appendix 3 ) and requires the students to watch and listen to him/ her. 2. Next, teacher plays the song clip and the students will have to sing the song along with the teacher. 3. Then, the teacher plays the song again and this time with few movements and actions that is suitable with the animals. 4. Students mimic the actions and the movements done by the teacher and moves around the classroom to do the actions and movements together with the sound clip. 5. Once the song has been sung, teacher ask few WH- question to the students. Ex : what is the sound made by a dog? * What is the sound that a cow makes? * Oink, oink,oink is made by which animal? 6. Teacher calls out few students, one at a time and ask them to make sound and actions of certain animals that they have learnt earlier. 7. Energetic performance will be rewarded with claps. | Rationale -This is to ensure that the students have listen and comprehended the song well. -Claps are considered as a positive reinforcement for the students which will encourage and motivate them to stay active and participate in the lesson. | Post stage ( +- 20 Minutes )| Language arts | 1. Teacher divides the students into 5 groups and appoint them to the animal characters that is involved in the song entitled â€Å" Old Pak karim Had A Farm†. 2. Each group must have 1 beginner, 2 intermediate and 2 advanced students. 3. Teacher distributes 5 pieces of A4 sized manila cards, strings and few marker pens to each groups. 4. Once the teacher is done with the distribution, she / he will have to give a clear instruction on what has to be done by the students. 5. Teacher walk around the classroom from one group to another to monitor the group activity. 6. After 15 minutes, teacher ask the students to wear the mask that they have created and get them to make the sound of the animals by pointing to one group to another. 7. Then the teacher proceeds to the next stage of the lesson. | RemarksThe students will have to share some of the materials among the group members. This will indirectly teach them how to be tolerant and to work in a group. | Closure( +- 5 Minutes ) | Let’s sing along | 1. Teacher asks the students whether they are ready to sing a song. 2. Teacher ask the students to stand up and sing along the song with the teacher. 3. Each groups will have to make sound when their respective characters appears in the song. 4. Teacher ends the lesson by instilling moral values among the students. Ex :- You should always love the animals. * You should not torture or kill them. | RemarksThe students sing the song together with the masks that they have designed and created. | Appendix 1 Old Pak Karim Appendix 2 Pictures of different animals . Rationale / Justification for the selection of the poem. * Age * This poem is suitable with the targeted group which is Year 3 students. Not only that, I belief that this poem can be proposed to the students because the students will be able to comprehend its content. Adding to that, students of this age will enjoy this poem because its a narrative poem which tells a story on a trip to a Zoo and revolves around animals. * Content * I feel that the content of this poem will engage the students and they will enjoy it because it is a narrative poem which narrates a trip to the zoo. So, directly it will provide a room for the students to develop their imagination regarding the topic. Not only that, the author has used simple language; students will not face difficulties in understanding this poem. Adding to that, this poem contains only 6 stanzas with four lines each. So the length of the poem will not bore the students and it is evident that students will be bored and demotivated if they are given a epic or long poem in this young age. Because, at this point of age, students will be looking forward for poems which is short in length but a quality one. The content of the poem revolves around a theme in the curriculum which is world of knowledge and it is applicable to Year 3 students as it gives information and students gain new knowledge from it. * Proficiency level * This poem is suitable with the students proficiency level. They will be able to digest and understand the meaning that is conveyed in the poem by the author. Not only that, students of this age will be able to appreciate this poem and will be able to take part in the activities that is done by teacher using this poem. * Interest * Not only that, according to Hickman ( 2003 ) illustration, color, format, length and type of print can also influence children’s choice. â€Å"A trip to the zoo† could definitely influence and capture the students attention because of the illustration at the bottom of the poem. The illustrations are colourful and mind captivating. * Values * Apart from teaching the students with different animals that can be found in the zoo, teachers could instill moral values among the students through this poem. Teachers can list out and teach the students with several good values that need to be practiced by every human beings in the world such as love the animals, animals are humans best friend and so on. So using this poem teachers could mould the students into betterment. Lesson plan Date | 21st March 2013 | Time| 10. 00 – 11. 00 am| Class | Year 3| Number of students| 25 students | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| A Trip To The Zoo| Focused / Main skill| Reading | Integrated skills| Listening, speaking, writing and language arts | Curriculum Specification| 1. 1. 3 Able to listen to, say aloud and recite rhymes, tongue twisters and sing songs paying attention to pronunciation, rhythm and intonation. 1. 1. 4 Able to talk about a stimulus with guidance. 2. 2. 2 Able to read and understand phrases and sentences in linear and non – linear texts. | General objective| To expose students with different types of animals and have an interesting lesson using a poem. | Specific Objectives| By the end of the lesson, students should be able to : 1. Listen and enjoy the song and take part in an oral activity with 100 % accuracy in pronunciation. 2. Understand the poem and be able to complete a task with 100 % accuracy. | CCTS| None| Grammar| Verbs ( Trick , Waddle , Chewing , Swing )| Vocabulary| Muddy Pen, Cage, Feed, Rope. | Teaching aids| 1. Video Clips ( 1 song and 1 video clip on Madagascar ) 2. Speakers 3. Computer 4. White Board 5. A big picture of a Zoo scenario 6. Task sheet 1 | Moral values| Love the animals. | Previous knowledge | Students are exposed to different kinds of animals that can be found in the mother earth. | Stage / Time| Content| Teaching Learning activities| Remarks / Rationale| Set induction( +- 5 minutes ) | Sing A song Entitled â€Å" Going To The Zoo Tomorrow â€Å"| 1. Teacher enters the classroom and captures the students’ attention by asking them few question. Ex : How are you feeling today? * Are you ready to learn today? * Can you name some animals that you are familiar with. 2. After that, the teacher plays a video clip on â€Å" Going To The Zoo Tomorrow† ( Refer to appendix 1 ) and gets the students to sing along. 3. Once the song has been sung, the teacher asks the students whether they enjoy the song and why they enjoy the song and then proceeds to the next stage of the lesson. | Rationale The rationale for having a two way interaction during a set induction is to ensure that the students are ready physically and mentally. Having a two way communication will give a room for the students to speak out about themselves and motivates them to learn lessons that has been designed for them for that particular day. Adding to that, having a song in the set induction is a great way to ignite the interest among the students. | Pre stage ( +- 10 minutes ) | A Zoo Scenario | 1. The teacher paste a big picture of a scenario at a Zoo ( Refer to appendix 2 ) on the whiteboard. 2. Teacher will have to get the students to talk about the stimulus given. 3. Teacher should ask few questions as follows 🙠 a ) What can you see in the picture? ( b ) Name the animals in the picture. ( c ) Do you like these animals? ( d ) which animal would u like to keep as a pet ? Why? 4. Teacher observes the students’ participation in the classroom. | | While stage ( +- 20 minutes )| Reading comprehension Muddy Pen, Cage, Trick, Waddle, Chewing, Swing| 1. Teacher gets the students to settle down and distributes a reading text which is a poem entitled â€Å" A Trip To The Zoo† ( Refer to Appendix 3 ) 2. Teacher reads the poem and the students repeat after her/ him. 3. Teacher stops and explains the meanings of several difficult words which are the new grammar and vocabulary that the students might encounter in the poem. 4. Teacher ask the students to write down the meanings of the words by the side of the poem. 5. Once the poem has been read, teacher ask few WH- question to the students. ( a ) Do you understand the poem? ( b ) Who wrote this poem? ( c ) How many animals are mentioned in the poem ? ( d ) What is the meaning of waddle? ( e ) Which animal has a long neck and can reach very far ? ( f ) Which animal is so colourful and beautiful ? ( g ) what are the characteristics of these animals ? | Rationale -This is to ensure that the students have comprehend and understand the poem very well. | Post stage ( +- 20 Minutes )| Individual self assessment | 1. Teacher distributes task sheet 1 ( Refer to Appendix 4 ) to each students. 2. Once the teacher is done with the distribution, she / he will have to give a clear instruction on what has to be done by the students. 3. Teacher walk around the classroom to monitor the students and guide them if they could not accomplish the task given. 4. After 15 minutes, teacher checks the answer together with the students. 5. Teacher point out certain student to read the question and the answer. 6. Students whom manage to get all correct answers will be rewarded with handclaps. | RemarksTask sheet will be distributed together with a sheet of paper contains pictures of different animals ( Refer to appendix 5 ) | Closure( +- 5 Minutes ) | Let’s watch a cartoon | 1. Teacher asks the students whether they are ready to watch a cartoon. 2. Teacher puts up the cartoon / video clip on Madagascar. ( Refer to appendix 6 ). 3. Once the cartoon has end, teacher recalls the animals that they have learned for that day. Ex : what are the animals that you saw in the cartoon ? * Do you want to go to a Zoo and watch these animals in the future, during the holidays perhaps. 4. Teacher ends the lesson by instilling moral values among the students. Ex :- You should always show some care and love towards the animals. | Rationale The rationale of having the students to sing the song again is to end the lesson for that day in a more interesting way rather than ending the lesson with tons of homework. | Appendix 1 Video clip Title: We Are Going To The Zoo Tomorrow Appendix 2 Picture of Scenario at the Zoo Appendix 4 Paste the correct picture of animal in the space provided and write the name of the animal below the picture. 1. Huge animal in the world. It has a long trunk and it does tricks at the zoo. Which animal is this ? | | 2. Its feathers are so colorful and has a long neck. It walks slowly and beautifully. | | 3. This animal is so old and sleeps in a very muddy pen. They are so smelly. | | 4. He is the king of the jungle. He loves to eat meat. He sits on some big rocks in his cage. Who is this ? | | 5. It is the tallest animal in the world. It comes over and eats the food from our hand and has a long neck that he can reach far. | | 6. These animals waddle around in their cold spot. They are black in colour. | | 7. It do not have legs like other animals. It makes ‘’hiss’’ sound and they are poisonous. | | 8. These animal swings in a rope and it swings way over the small ponds. | | Appendix 5 Pictures of animals that need to be pasted in task sheet 1. | | | | | | | | Appendix 6 Video Clip on a cartoon â€Å"Madagascar† Appendix 3 Poem entitled â€Å" A Trip To The Zoo† A TRIP TO THE ZOO Author: Deenadevy IT IS SUCH A BEAUTIFUL DAY WE WANT TO GO TO THE ZOO, PACK A PICNIC LUNCH GRAB A HAT SEE LOTS OF ANIMALS BIRDS TOO. WE WILL STOP AND VISIT THE ELEPHANT WATCH THEM DO A TRICK OR TWO, WALK PAST THE ZEBRAS. THERE STANDS FOUR SEE THE PEACOCK FEATHERS SO BLUE. THERE LIES TWO OLD HIPPOPOTAMUS SLEEPING IN A VERY MUDDY PEN, WE SEE THE LION SITTING ON SOME ROCKS IN HIS CAGE I HAVE NEVER BEEN. WE GET TO FEED THE GIRAFFE HE COMES OVER AND EATS FROM OUR HAND, WITH HIS LONG NECK HE CAN REACH VERY FAR ON HIS TONGUE MY FINGERS OFTEN LAND. WE SEE LOTS OF SNAKES, TURTLES AND SPIDERS WE VISIT THE PENGUINS IN THEIR COLD SPOT, IT IS FUN TO WATCH THEM WADDLE AROUND FLY TO THE OUTSIDE, THEY CAN NOT. WE PAST BY THE CAMELS CHEWING SOME FEED SEE MONKEYS SWINGING ON A ROPE, THEY SWING WAY OVER THE SMALL POND INTO THE WATER, THEY NEVER FALL-I HOPE.

Observations Of An Early Years Child Young People Essay

Observations Of An Early Years Child Young People Essay In my essay I have aimed for the reader to achieve an understanding of what might appear to be some challenges facing early year practitioners working with birth three years in and out of home care. I undertook three visits to an eight-week-old baby See Appendix 1 regarding background information. I completed three observation sheets that demonstrate my interaction with a child of that age. Before I started my observations I was aware of what experiences could be valuable to . Due to his young age I knew his communication skills would consist of smiling, eye contact and crying. I was also aware he would be completely dependent on adults to support his physical and emotional needs. I also considered Piaget schemes of thought as he believed childrens outline of thoughts are apparent from babyhood in their early physical and sensory actions. During my time observing I was always in his home environment. I began to consider what challenges working with this age group could be in an early years setting. Current ratios in childcare settings are one adult to three babies aged six weeks two years. Children aged two three years have the ratio of one adult to five children. These ratios are set by the conditions made by Care Commission when inspecting premises for the first time before it opens. This shows the level of interaction will be limited compared to a 1:1 ratio that a child can receive at home. The quality of the interaction may be limited in a setting depending on the individual personality. This is where it is important for the practitioners to be aware of Getting it right for every child, (2007). This gives the practitioner the opportunity to look at a childs best outcomes for their well being regardless of their background or individual needs. In appendix B:3, column 3 I imitated s sounds and expressions. I picked up on his cue and copied it. This is in-line with Trevarthen, (1977:255) Play leading to a structured game and laughter, develops hand in hand with primary intersubjectivity. Interaction starts very early. Pre-verbal communication is the beginning of child language skills. Schaffer (1996) engaged together using a variety of dialogue between making sounds, movement touch and a variety of facial expressions. Children will also mirror what they are shown. Murray and Andrew, (2000:52) The parents mirroring is a way of conveying their acceptance of the baby and it can both affirm and enrich the babys experiences. In appendix B:2, column 3 mirrored his mums face signals. A babys stress level needs to be considered as Lyon et al (2000) suggested a high level of control could affect later emotional life for that child. This will affect their well-being. In my observation I was aware of the importance not to stress baby and to follow his routine. This is evident in B:1, column 2 and B:2, column 2. According to Balbernie, (2001) Relationships are essential to the babys health and well-being, and determine their future potential and life chances. This was important for me to understand as I engaged with baby . As a practitioner relationships with children under three years play an important role in the childs future outcomes. Challenges for a child being at home may be that they live far away from other children and not have any siblings. Also parents are spending more time away from home due to work commitments. Dryden, (2005) feels practitioners will need to be vigilant of a child who may not be used to sharing or new/loud noises. The child may also not be used to sharing the significant adult. The setting has to be a high learning environment for children up to three years. Adults have a responsibility to have a knowledge and understanding of child development. Adults do have an influence in a childs development. As families may also ask for advice, a practitioner needs to be able to support them or have an understanding when they need to seek further advice from another source. These are all aspects that Dryden (2005) considers to be important. Working in partnership with parents sharing information and involving them in their childs continuous learning and development. This is stated in The Early Years Foundation Stage, point 1.27. According to Frobel, Montessori and Steiner each stage of a childs development is important and requires sensitive and appropriate handling. They believed in looking at a childs achievement rather than what a child struggles to do. However as I was working with a child of a young age I was aware of his brain cells forming rapidly. According to Dowling, (2010) A young brain grows rapidly through sensory experiences, touch, taste, touch hearing, seeing and smell. I felt with the experiences B1-B3 I contributed to s learning whilst keeping his routine in place. Different models can be used to consider a childs development. The checklist model is where a practitioner can see what a child can or cannot achieve. The medical model is whereby seen if a child is healthy. Another model is the deficit model. This is where an adult will lead activities in order to test whether a child has acquired knowledge or developed a skill. The Early Years Foundation Stage has a profile scale booklet, which practitioners may use to assist them with their observations and assessment of a childs development. Bowlbys (1969) theory points out babies and young children can become close to a small number of adults. Babies are also born to seek secure attachments; they need comfort and have physical and emotional needs. A child who has a secure attachment may struggle to settle into a nursery setting if not offered opportunities to mix with other adults and children. Bowlbys (1998) work demonstrates a child in out-of-home setting will look for another adult to be their significant key person. A practitioner will need to be aware a child may feel vulnerable at arrival time, changes within the playroom and other adults in the room. Dryden, (2005) expresses the importance of a practitioner working with the child and family to develop a close professional relationship. The child will see the family involvement with their key worker and this will enable the child to form a secure attachment to the key worker/practitioner. Whalley and the Pen Green Centre Team, (1997) also believe practitioners and parents should share information about the childs play behaviour at home and within the setting. This will help to provide a good understanding of the benefits to the child and to enable a close relationship to support their play. A challenge to this would be if parents were unwilling to work alongside the setting and with staff. In Early Years Foundation Stage Principle 1.4 one of the themes emphasises that every child is unique and has the ability to learn and develop in a confident manner. This will allow practitioners to understand the importance of being in tune with children and this can be done through knowledge of child development and observations. Recording of information is also important for sharing information. This is outlined in the Pre-Birth to Three guidance. The Pre-Birth to Three, Positive Outcomes for Scottish Children and Families document is the national guidance for practitioners working with children under the age of three and for other adults who are involved with children. It is also to make a smoother transition before children begin to engage with the Curriculum For Excellence. People may challenge if children need a curriculum for such an early age. Dryden, (2005) believes an early years curriculum must be examined to consider the experiences that are of most relevance to very young children. Dryden stresses that a curriculum at the age of under three is not appropriate. Researchers Gopnik, Meltzoff and Kuhl (1999) believed babies learn through experience. A practitioner can offer experiences and opportunities in the early years to expand their learning whilst using a curriculum for guidance. Pre-Birth to Three guidance states Supporting and providing appropriate challenges for babies and young children is key to achieving pos itive outcomes in the future. A curriculum for the children under three according to Manning-Morton and Thorp, (2001) should be about focusing on what children can do either with or without support and not what they should be doing at a certain age. Childrens experiences under three years is the foundation of their future. Children need positive relationships, interaction and opportunities to learn to grow to their full potential. Partnerships with parents and agencies offer a community of support to the individual. The role of the adult is vital to the child learning whether it be in the home or a play setting. When planning to meet with baby I communicated well with his mother via the phone and by showing her the information regarding my work at university. This too is important in a setting. This is in-line with the Pre-Birth to Three guidance developing effective communication systems. To meet all the children needs, practitioners will face difficulties in large settings. Practitioners should consider Bruce (1987) Principle 7 What babies and young children can rather than cannot do is the starting point of the childs play, learning and education. Time will also play an important factor in a practitioners ability to meet the needs of children, especially under three years, as they are all individuals and have particular routines.

Racism in Huck Finn Essay -- Racist Literature Huckleberry Finn Mark T

Racism in Huck Finn Kids are often exposed to books long before they are ready for them or exposed to them in a manner that seems almost calculated to evaporate whatever enthusiasm the student may bring to them. Very few youngsters of high school age are ready for The Adventures of Huckleberry Finn. Leaving aside its subtle depiction of racial attitudes and its complex view of American society, the book is written in a language that will seem baroque, obscure and antiquated to many young people today. The vastly sunnier Tom Sawyer is a book for kids, but The Adventures for Huckleberry Finn most emphatically is not. (Baker 114) The Adventures of Huckleberry Finn has been considered one of Mark Twain's best works. Huckleberry Finn, Jim and Tom Sawyer are the main characters in the book. The book is a story about Huck Finn who is the son of a harsh drunkard. Huck decides to run away to Jackson's Island in the middle of the Mississippi River. He finds Miss Watson's slave, Jim, while on the island. They decide to head to the free states, but along the way, they run into many problems including getting into a feud between the Grangerfords and Sheperdsons and meeting two thieves. After overcoming a lot of troubles, Huck goes to the Phelps' who just happen to be relation to Tom Sawyer and are expecting Tom. Huck acts as if he is Tom for a long while. Finally, word comes that Jim is free because Miss Watson freed him before she died. As the story ends, Huckleberry decides once again that he will head up north and leaves without telling a single soul. The Adventures of Huckleberry Finn is a racist book. Probably the most discussed aspect of the book is how it addresses the issue of race. Many critics agree that the book’s presentation of the issue is complex or, some say, uneven. No clear-cut stance on race and racism emerges, yet the book uses racist language, was accepted in the time period in which it was written, and may have a negative effect on students who read the book.   Ã‚  Ã‚  Ã‚  Ã‚  In order to understand this argument, it is important to look at the background of this problem. Despite the fact that Huck comes to respect Jim as a human being, he still reveals his prejudice towards black people. Dianne Telgen, a contemporary Latina writer, tells us that Huck’s astonishment at Jim’s deep feelings for his family is accompanied by the statement â€Å"I do beli... ...ckleberry Finn. London: Unwin Hyman, 1987. Fisher, John. Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998. Gilliam, Dorothy. Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998. Henry, Peaches. â€Å"The Struggle for Tolerance: Race and Censorship in Huckleberry Finn.† A Case Study in Critical Controversy: Adventures of Huckleberry Finn. Ed. Gerald Graff and James Phelan. New York: Bedford Books, 1995. 359-382. Robbins, Fred. Personal interview. 11 October 2000. Serafin, Steven R. ed. â€Å"Samuel Clemens.† Encyclopedia of American Literature. New York: Continuum Publishing Company, 1999. Shockley, W.B. and A.R. Jenson. Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998. Telgen, Dianne, ed. Novels for Students. Volume 1. New York: Gale Research, 1997. Twain, Mark. The Adventures of Huckleberry Finn. New York: Amsco School Publications, Inc., 1972 Wallace, John. â€Å"Huckleberry Finn Is Racist Trash.† Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998.

Challenges for Poverty Reduction in Malaysia Essay

One of the challenges for poverty reduction in Malaysia is migrant worker’s issue. The current development policies of Malaysia are influenced by globalisation and liberalization which leads to the implications on activities related to poverty. The decrease in employment opportunities affects the urban poor and migrant workers. The demand for skilled human resources in capital intensive activities are huge since Malaysia is restructuring its economy. An increase in the number of overseas employees has caused a bad effect towards the IOP in the post world repercussion of 2008. The contribution of overseas employees for local economy, remittance for their country origin, expected competition in the local labor market between local and migrant workers and the potential of massive amount of overseas labours contribute to major concerns about the issue. Ethnic issues would be the second challenge for poverty reduction in Malaysia due to the educational and achievements of Bumiputera students in major disciplines of the economy are lower than the non Bumiputera students. This led to an academic lacuna between the two sectors. Turmoil between ethnic groups would become worse if the policy makers refuse to create promising agreements. Therefore, the expected gap between poor and non poor will be widened. The Malays are dominant in the rural poverty which reminded the policy makers to figure out the national level concept of poverty. NEP 2010 poverty eradication is mainly focused on Malay rural population. The third challenge of poverty reduction in Malaysia is rural and urban poor with more than half of the family units are poor, rural and urban poor poverty have constantly been identified as a problem confined to rural. The effects of poverty are devastating among urban communities as most of the new poor family units are settled in urban areas. Innovative strategies and policies should be implemented with strong responsibility in programs planning and inner city development expenses allocation are required.

Free Essays on Ballard Power System

Ballard Power System is a world leader in developing and commercializing an alternate fuel source called proton exchange membrane (PEM) fuel cell power systems. The main product of this corporation is the Ballard Fuel Cell, a zero-emission product that converts natural gas, methanol, or hydrogen fuel directly into electricity without combustion. Over the last several years, many large corporations including DaimlerChrysler, Honda, General Motors, Nissan, Hitachi, Volkswagen, Volvo, and GPU International have invested large amounts of money into the production of the Ballard Fuel Cell in an attempt to create â€Å"stationary electric power plants†, and â€Å"zero-emission vehicles†. The fuel cell was first developed in the 1960's by General Electric for NASA. It is now considered as a definite possibility for an alternative power source for the space program as the cost has become increasingly less expensive and the size of the fuel cell stacks have become increasing ly smaller. The possibilities and potential benefits of this technology are endless, but there are many challenges that must be overcome before hydrogen fuel cells will offer a competitive and realistic alternative for consumers. â€Å"Cost is the greatest challenge to fuel cell development and adaptation, and it is a factor in almost all other fuel cell challenges as well.† For example, some fuel cell designs operate by using expensive, †precious-metal catalysts†, and other materials that are costly but necessary in handling the extreme high temperatures that are created when converting hydrogen to a useable energy source. Another important technical challenge that Ballard and the auto manufactures are facing is the need to increase durability and dependability. The high temperature in the fuel cells creates a â€Å"material breakdown† and adversely affects operating lifetimes. PEM fuel cells must have effective water management systems to operate dependably and ... Free Essays on Ballard Power System Free Essays on Ballard Power System Ballard Power System is a world leader in developing and commercializing an alternate fuel source called proton exchange membrane (PEM) fuel cell power systems. The main product of this corporation is the Ballard Fuel Cell, a zero-emission product that converts natural gas, methanol, or hydrogen fuel directly into electricity without combustion. Over the last several years, many large corporations including DaimlerChrysler, Honda, General Motors, Nissan, Hitachi, Volkswagen, Volvo, and GPU International have invested large amounts of money into the production of the Ballard Fuel Cell in an attempt to create â€Å"stationary electric power plants†, and â€Å"zero-emission vehicles†. The fuel cell was first developed in the 1960's by General Electric for NASA. It is now considered as a definite possibility for an alternative power source for the space program as the cost has become increasingly less expensive and the size of the fuel cell stacks have become increasing ly smaller. The possibilities and potential benefits of this technology are endless, but there are many challenges that must be overcome before hydrogen fuel cells will offer a competitive and realistic alternative for consumers. â€Å"Cost is the greatest challenge to fuel cell development and adaptation, and it is a factor in almost all other fuel cell challenges as well.† For example, some fuel cell designs operate by using expensive, †precious-metal catalysts†, and other materials that are costly but necessary in handling the extreme high temperatures that are created when converting hydrogen to a useable energy source. Another important technical challenge that Ballard and the auto manufactures are facing is the need to increase durability and dependability. The high temperature in the fuel cells creates a â€Å"material breakdown† and adversely affects operating lifetimes. PEM fuel cells must have effective water management systems to operate dependably and ...

Cape Lion Facts

Cape Lion Facts Name: Cape Lion; also known as Panthera leo melanochaitus Habitat: Plains of South Africa Historical Epoch: Late Pleistocene-Modern (500,000-100 years ago) Size and Weight: Up to seven feet long and 500 pounds Diet: Meat Distinguishing Characteristics: Extensive mane; black-tipped ears    About the Cape Lion Of all the recently extinct offshoots of the modern lion- the European Lion (Panthera leo europaea), the Barbary Lion (Panthera leo leo), and the American Lion (Panthera leo atrox)- the Cape Lion (Panthera leo melanochaitus) may have the least claim to subspecies status. The last known adult specimen of this big-maned lion was shot in South Africa in 1858, and a juvenile was captured by an explorer a couple of decades later (it didnt survive long out of the wild). The trouble is, the various extant subspecies of lions have a tendency to interbreed and mix up their genes, so it may yet turn out that Cape Lions were an isolated tribe of Transvaal Lions, the remnants of which can still be found in South Africa. The Cape Lion has the dubious honor of being one of the few big cats to have been hunted, rather than harassed, into extinction: most individuals were shot and killed by European settlers, rather than slowly starving due to habitat loss or poaching of their accustomed prey. For a while, in the early 2000s, it seemed that the Cape Lion might be de-extincted: a zoo director from South Africa discovered a population of big-maned lions in Russias Novosibirsk Zoo, and announced plans to perform genome  testing and (if the results were positive for fragments of Cape Lion DNA) attempt to re-breed the Cape Lion back into existence. Unfortunately, the zoo director died in 2010 and the Novosibirsk Zoo closed a couple of years later, leaving these putative Cape Lion descendants in limbo.

Comparing Catcher in the Rye and Pygmalion and the Themes They Represent essays

Comparing Catcher in the Rye and Pygmalion and the Themes They Represent essays Comparing Catcher in the Rye and Pygmalion and the Themes They Represent In J. D. Salingers novel The Catcher in the Rye, the main character, Holden Caulfield, muses at one point on the possibility of escaping from the world of confusion and phonies while George Bernard Shaws main character of Pygmalion, Eliza Dolittle, struggles to become a phony. The possible reason for this is that they both come from opposite backgrounds. Holden is a young, affluent teenager in 1950s America who resents materialism and Eliza Dolittle is a young, indigent woman who is living in Britain during the late 1800s trying to meet her material needs and wants. These two seemingly opposite characters do in fact have something in common: they, like every other person, are in a constant pursuit of happiness. This commonality is the basis for the themes these two stories present. Some of these themes go unconsidered and this leads to many misunderstandings in the world. This is why Pygmalion and Catcher in the Rye are not just stories but, in fact, lessons that are presented in their themes. These themes teach that being middle or upper class does not guarantee happiness, treating others with good manners and equality are important, and pronunciation and terminology can put you in your place in terms of class. Throughout the worlds history, pronunciation and the way a language is spoken indicates ones place in society. This is quite apparent in Pygmalion. Eliza is a classic victim of being put into her place based on the way she speaks. She goes to Professor Higgins in hope that he will give her lessons on how to speak in a more refined. She says she wants to be a lady in a flower shop stead of sellin at the corner of Tottenham Court Road. But they wont take me unless I can talk more genteel (23). This is precisely why she comes to Henry Higgins. He knows ...

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

TOWS - Research Paper Example The company is listed in LSE and in FTSE 100 index. It has also got second listing in NASDAQ. Internal Strengths The company works with 354 companies of Fortune Global 500; 28 companies of Dow Jones 30, 60 companies from NASDAQ 100 and 33 companies of Fortune 50. Therefore, the international client portfolio of the company comprise of several world renowned companies. The customer centric high quality of the service offered by WPP also adds to its inner strength. Internal Weaknesses The recession phase of 2008-2009 had a negative influence on the operation of WPP. This resulted in poor revenue and constantly shrinking profitability. In 2007, the profit for the year was $1,037.2 million that declined in 2008 by $ 934.2 million and finally it reached $ 819.9 million in 2009. Again, the company’s clients are mainly from the developed nation (US and UK). This results in too much dependency on the developed nations from west. This low degree of diversification enhances business ris k of WPP. External Opportunities Considering the economic growth in the developing markets, the company has an opportunity to diversify its client base and enter in these emerging nations. China is the world’s fastest growing followed by India (BBC NEWS, â€Å"Overview†). Therefore, the Asian nations are developing at a faster rate. The companies in these nations are trying to compete with international revivals and thus WPP can offer them the required expertise knowledge and guidance. As the US economic condition is reviving, the companies are in the process to expand their marketing budget. This will result in more business prospective for WPP. External Threats In the last decade, the companies have realised importance of integrated marketing communication to attract and retain their customer base. As a result they are ready to pay high fees to the ad agencies. This made the marketing communication service sector one of the attractive industries for the new entrants and the degree of competition in this sector has grown a lot (Neff, p.2). This growing competition is a major threat for WPP. Apart from the growing competition, there is risk of double-dip recession in Euro zone (Hannon, â€Å"UN Sees Risk Of Double-Dip Recession As Europe Pursues Austerity†). This disturbs the economic recovery rate in Euro Zone and considering the fear of financial crisis, companies are hesitating to invest in marketing related activities. SO box The high economic growth in emerging market that is resulting in growing demand for international marketing communication as well as the customer centric service offered by WPP reflects healthy sigh of growth for the company in near future. Considering these internal strength of the company and the external opportunity, it can be said that the company has a sound growth prospect in these emerging markets. WO box Though the global market condition is improving but WPP’s poor financial performance can deterio rate its image as a market leader in global marketing communication industry. The company may face problem in raising fresh capital to expand its business in near future because the creditors may doubt about WPP’s ability to repay the loan. This may hamper the growth prospects of the company. ST box The customer based high quality communication service is one of the major strength of the company. This should be effectively used to face the threat from growing competiti

A Critical Examination of the Documentary Hypothesis Essay

A Critical Examination of the Documentary Hypothesis - Essay Example This latter view forms the core of the Documentation Hypothesis.The Documentation Hypothesis proposes that the Pentateuch is a composite work consisting of four literary strands. The four strands have been assigned the letters J, E, D, and P; each representing a different document or source that was woven into the fabric of the Bible. This set of assumptions is also known as the Graf-Wellhausen theory. According to this view, the letter "J" stands for the Yahwist ("J" from the German Jahweh) Narrative, coming from the period of the early Jewish monarchy, about 950 B.C. "E" stands for the Elohist Narrative from the region of the Northern Kingdom dating from about 750 B.C. "D" is best represented by the book of Deuteronomy and is said to have originated in the Southern Kingdom about 650 B.C. or later. And finally, "P" is the Priestly Document that comes from the period after the fall of Israel in 587 B.C. According to the theory, the Pentateuch reached its current form around the time of Ezra or about 400 B.C. (Closson)The conservative view holds to Mosaic authorship and treats the books as a literary unit. This does not mean that Moses did not use other documents to write the books. ... This established the first principle of what is now known as the Documentary Hypothesis, the assumption that different divine names must mean different authors or sources. In 1780 Johann Eichhorn applied the idea of two sources to the rest of Genesis, Exodus, and finally to most of the Pentateuch. He gave up on the belief of Mosaic authorship as well. (Closson) In 1805, Wilhem De Wette argued that none of the Pentateuch was written before David. He established the "D" document standing for Deuteronomy, which he believed was written as propaganda to support political and religious unification in Jerusalem during the reign of King Josiah around 621 B.C. The "P" or Priestly Document of the current theory was added by Hermann Hupfeld in 1853. He believed that the E source should be split in two, the later becoming the new P document. The name most associated with the documentary hypothesis is Julius Wellhausen. His publications in the late 1870's argued from a Darwinistic perspective. (Closson) Counter Arguments Against Documentation Hypothesis The following are the defenses against the Documentation Hypothesis. In essence, according to Archer (105-110), the Documentary Hypothesis banished Moses into the illiterate mists of oral tradition. Archer pointed out that in the Hypothesis, the text of the Torah or Pentateuch is used as evidence but consistently evaded whenever it happens to contradict the Hypothesis itself. Further, sarcastically, according to Archer, the documentarians likewise assume that Hebrew authors differ from any other writers known in the history of literature in that they alone were incapable of using more than one name for God; more than one style of writing, no matter what the difference in subject matter is;

The concepts of existentialism and how they have helped in the Essay

The concepts of existentialism and how they have helped in the development of the life journey - Essay Example The present research has identified that existentialism has a philosophical position which opposes the natural sciences around us. It explains that human beings are composed of many other components rather only mind, body and other scientific categories. Human beings cannot be understood by the scientific truths or the moral substances such as responsibility, character, values, blame, duty, and others. Existentialism thus defines that human conditions are not based on scientific or moral truths, but on further categories that come under philosophical theory and which are significant to understand human existence. The concept of existentialism emerged after the WWII when the violence had forced people to think that life was meaningless and there was no God. Existentialism explained that there is no God or higher power, no karma or reward system in this world. Every human is an individual who is free and responsible for his own actions. As there is no central truth that the world gover ns under, the concept can be liberating and also depressing. Humans themselves choose how they wish to be and are not influenced by other people or forces around them. Hence, the universe is amoral and humans can make their lives the way they want them to be. Understanding existentialism while observing the personal journey of life may be difficult for a religious person as the theory eliminates the religious concepts completely. However, apart from the religious views that it abandons, existentialism can help many individuals to live in an amoral world in their own ways.... onal journey of how I learned to live life in my own way without the interference or expectations of others helped me in many ways to understand the concepts of existentialism. It is true that our existence precedes essence and helps us to have freedom (Daigle 9). Soren Kierkegaard was the first philosopher who believed in existentialism. He had explained the concepts of freedom and individualism through his work and highlighted the significance of personal commitment and choice. This is an important point when an individual wants to understand the reality of life and matches with many features of a practical life. Today, everyone’s life is very practical and very few people still live in the traditional concepts of values, responsibilities and abstract thinking. During my personal journey, I learnt with the help of Kierkegaard’s work that feelings and emotions of individuals is what the humans face when they have to make tough choices in life (Flynn 32). Although Kierk egaard has focused on the distinction between man and god in his work, it is mostly focusing on the reality of life. His work reflects through my personal journey as I strongly believe that our life and choices are purely based on our own choices. We are not answerable to anyone for our deeds and are not bound by any other person or power. Our deeds are simply ours and we make our lives good or bad. The scientific and moral truths have little to do with our development and condition and our existentialism has more impact over us. When I judge my life with the concepts of Kierkegaard and his three stages of life, I found that the way I lived my life is according to the internal living. Kierkegaard described this way of life as looking at oneself more than looking at others because when you look at

Organisation behavior Essay Example | Topics and Well Written Essays - 1750 words - 1

Organisation behavior - Essay Example They, consequently, should perform as well as possible in order for the company to succeed in the market. Therefore, an idea that employee performance is better if those employees are emotionally intelligent is becoming more and more popular among businesses that will to be more adaptive to the ever changing market conditions and more competitive marketplace (Cherniss and Goleman 2001, 159). Since emotional intelligence has become such a popular concept among HR specialists, it is worth finding out whether this term is really related to employee performance. Therefore, the goal of this paper is to critically analyze some of the most recent works on the relation between emotional intelligence and employee performance with the purpose of determining whether there exists a strong dependence. The given work will try to determine whether it is really important for modern businesses to invest their resources in emotional intelligence and whether such investments will bring any profit. For this purpose, of course, the term itself should be defined in the first place. Definition A scientific study of emotional intelligence began, according to Ciarrochi, Forgas and Mayer (2001, 4), in 1900s. However, up until 1970, when intelligence and emotion were integrated in the field of ‘cognition and affect†, the studies of intelligence and emotions were separate. Finally, only in 1990s emotional intelligence became a subject of more profound research. The concept got popularized between 1994 and 1997 (Ciarrochi, Forgas and Mayer 2001, 4). However, several definitions of emotional intelligence have emerged in the process of the studies. Goleman (1998, 317), for instance, defines emotional intelligence as a â€Å"capacity for recognizing our own feelings and those in others, for motivating ourselves, for managing emotions well in ourselves and in our relationships." As such, emotional intelligence, according to this author, involves a person to have the following comp etencies: self- awareness, self- regulation, self-motivation, social awareness, and social skills. Self- awareness, self- regulation, self-motivation are, in this case, person’s ability to understand and manage own feelings and emotions. Social awareness and social skills, consequently, refer to the individual’s ability to understand emotions of the other and respond correctly. Another definition is given by Mayer and Solloway (1997, 3), who state that emotional intelligence is an ability â€Å" to perceive emotions in the self and in others, use emotions to facilitate performance, understand emotions and emotional knowledge, and regulate emotions in the self and in others.† So, it can be said that emotional intelligence refers to a person’s ability to understand the feelings of oneself and the others, as well as react and respond to those emotions in the most proper for a particular situation way. The next issue to find out is whether this ability really has a significant impact on job performance. Literature Review The opinion that emotional intelligence is related to job performance is supported by Nikolaou and Tsaousis (2002). These scientists conducted a research with the purpose of determining the relation between emotional intelligence, occupational stress and organizational commitment. The results showed that the higher emotional intelligence of an individual is, the lower is one’

Economics College Essay Example | Topics and Well Written Essays - 500 words

Economics College - Essay Example This event has crippled the economy, leading to a quarterly decline of 1.4% in the third quarter. The attack has "shut down the economy for several days and has had a lasting impact on tourism, the airline industry, and other businesses" (Economists Call it Recession 2001). In an annual basis, the US economy only managed to grow by 0.8% during 2001. The economy has entered a moderate state of recovery during 2002 where it posted 1.6% annual GDP growth. Recognizing the slowdown in the economy, the Bush administration planned to stimulate consumer spending and investment through the use of tax cuts. This fiscal policy was implemented in July 2003, taking immediate effect in the next quarter. The US has enjoyed an annual growth rate of 2.5% during that year which is strongly fueled by the rise in personal consumption expenditures coupled by a higher level of government spending. Also, the tax cut has been effective in creating jobs and boosting business growth. From 2004, the US economy has been posting growth at par with its pre-recession rates. GDP in 2004 rose by 3.9%, which 0.2% higher than the 2000 level. Annual growth rates in 2005 and 2006 are 3.2% and 3.4%, respectively.

Novel Essay Example | Topics and Well Written Essays - 250 words

Novel - Essay Example The expression â€Å"Kingdom of Heaven† (Albom 111), is employed as the indistinct reference for the afterlife and its state with no clear relevance to the biblical utilization of the phrase as a reference to the ideological rule of God over humankind. The implied message of Albom is that an assured afterlife exists, a just means to make amends, there is an eternal rationale in the minor actions, and that â€Å"all lives intersect† (Albom 48) echoes with the readers hungry for meaning, assurance and community. In the afterlife, Albom has masterfully woven the different scenes together of Eddie’s life experiences. Flashbacks to the mortal life of Eddie and a friend arranging his final affairs post death. He wakes up in the afterlife and learns that heaven is not what he thought; ‘a lush Garden of Eden’, but rather the place where the earthly life is described to the dead by the five most important people for everyone. These people can be loved ones or strangers, the important aspect about all of them are that they have impacted the life of the dead and changed their

Organisation behavior Essay Example | Topics and Well Written Essays - 1750 words - 1

Organisation behavior - Essay Example They, consequently, should perform as well as possible in order for the company to succeed in the market. Therefore, an idea that employee performance is better if those employees are emotionally intelligent is becoming more and more popular among businesses that will to be more adaptive to the ever changing market conditions and more competitive marketplace (Cherniss and Goleman 2001, 159). Since emotional intelligence has become such a popular concept among HR specialists, it is worth finding out whether this term is really related to employee performance. Therefore, the goal of this paper is to critically analyze some of the most recent works on the relation between emotional intelligence and employee performance with the purpose of determining whether there exists a strong dependence. The given work will try to determine whether it is really important for modern businesses to invest their resources in emotional intelligence and whether such investments will bring any profit. For this purpose, of course, the term itself should be defined in the first place. Definition A scientific study of emotional intelligence began, according to Ciarrochi, Forgas and Mayer (2001, 4), in 1900s. However, up until 1970, when intelligence and emotion were integrated in the field of ‘cognition and affect†, the studies of intelligence and emotions were separate. Finally, only in 1990s emotional intelligence became a subject of more profound research. The concept got popularized between 1994 and 1997 (Ciarrochi, Forgas and Mayer 2001, 4). However, several definitions of emotional intelligence have emerged in the process of the studies. Goleman (1998, 317), for instance, defines emotional intelligence as a â€Å"capacity for recognizing our own feelings and those in others, for motivating ourselves, for managing emotions well in ourselves and in our relationships." As such, emotional intelligence, according to this author, involves a person to have the following comp etencies: self- awareness, self- regulation, self-motivation, social awareness, and social skills. Self- awareness, self- regulation, self-motivation are, in this case, person’s ability to understand and manage own feelings and emotions. Social awareness and social skills, consequently, refer to the individual’s ability to understand emotions of the other and respond correctly. Another definition is given by Mayer and Solloway (1997, 3), who state that emotional intelligence is an ability â€Å" to perceive emotions in the self and in others, use emotions to facilitate performance, understand emotions and emotional knowledge, and regulate emotions in the self and in others.† So, it can be said that emotional intelligence refers to a person’s ability to understand the feelings of oneself and the others, as well as react and respond to those emotions in the most proper for a particular situation way. The next issue to find out is whether this ability really has a significant impact on job performance. Literature Review The opinion that emotional intelligence is related to job performance is supported by Nikolaou and Tsaousis (2002). These scientists conducted a research with the purpose of determining the relation between emotional intelligence, occupational stress and organizational commitment. The results showed that the higher emotional intelligence of an individual is, the lower is one’

Novel Essay Example | Topics and Well Written Essays - 250 words

Novel - Essay Example The expression â€Å"Kingdom of Heaven† (Albom 111), is employed as the indistinct reference for the afterlife and its state with no clear relevance to the biblical utilization of the phrase as a reference to the ideological rule of God over humankind. The implied message of Albom is that an assured afterlife exists, a just means to make amends, there is an eternal rationale in the minor actions, and that â€Å"all lives intersect† (Albom 48) echoes with the readers hungry for meaning, assurance and community. In the afterlife, Albom has masterfully woven the different scenes together of Eddie’s life experiences. Flashbacks to the mortal life of Eddie and a friend arranging his final affairs post death. He wakes up in the afterlife and learns that heaven is not what he thought; ‘a lush Garden of Eden’, but rather the place where the earthly life is described to the dead by the five most important people for everyone. These people can be loved ones or strangers, the important aspect about all of them are that they have impacted the life of the dead and changed their

War and the Soul Essay Example for Free

War and the Soul Essay Today, the depiction of war is becoming more vivid and realistic. Audiences are more critical of how a move catches the actual events that transpired and of how they can relate to the emotions in the movie. The movies â€Å"Saving Private Ryan† and â€Å"We Were Soldiers† are two of the most popular modern day films with the subject of two different wars, World War II and Vietnam War respectively. They have similarities in many aspects However, they have even more differences. They have completely different themes, and completely different objectives. This paper explores on how these two films are alike and how they differ. When Duty Calls: A Comparative Film Review There has been much development in the movie industry since the onset of computer graphic imaging. This technology has enabled producers to depict subjects that were considered impossible. Today, humans are capable of transcending limitations on time and cultural differences. They can reenact historical events, reconstruct buildings, and recreate natural sceneries. Equipped with a blue screen, computers, and actors, an entire war can commence right before an audience. With both simple and complicated movie techniques, anything is accomplished. The movies â€Å"Saving Private Ryan† and â€Å"We Were Soldiers† share a common subject – and this is war. This topic has interested the curiosity of millions of viewers since time immemorial, as those who have witnessed it want to confirm the events and those who did not wish to learn the events. Both tackled common themes and presented different angles of a war. They share many similarities and possess many differences. But there is one significant aspect that both these movies have successfully translated. This is the price that war claims to those it chooses to affect (Spielberg, 1998; Wallace, 2002). Both stories of these masterpieces were derived from two of the most engaging events in the history of mankind. Saving Private Ryan was based on the life of a real individual named Sergeant Frederick Niland, a United States paratrooper sent to France on D-Day. We Were Soldiers, on the other hand, is a version of the book written by Lieutenant Colonel Harold G. Moore and Joseph L. Galloway about the military engagement in the la Drang Valley in 1965. Both contained fictional characters and modified events, but little truths must be altered in order for the actual truth to emerge (Spielberg, 1998; Wallace, 2002). Saving Private is neither a biopic nor a tale of heroism. Its story is a protest against the wraths of war and how humans condemn it. It has clear anti-war sentiments, as characters struggled through the horrors of war and suffered both insanity and distraught. The D-Day amphibious invasion at Normandy was an excellent prologue to the film. It had brutal depictions on the consequences of being a soldier, on the gruesome reality of battles, and the uncertainty of life. It is a story of comradeship, of realization of fears, and living an inch away from death (Spielberg, 1998; Wallace, 2002). In addition, We Were Soldiers is a film that shares absence of political themes of war. The primary objective of both movies is to relay to the audiences the lives of soldiers as soldiers, who are entities that can be separated from the entire picture of military and political debate. They are men who chose to be in the line of duty and take arms in order to fight for what they believe is righteous. But We Were Soldiers portrayed a relatively more intimate aspect, the scenario of the soldiers’ relationships with those they left at home. It prudently conveyed the lives that soldiers have before they leave for an assignment and after they have accomplished their missions (Spielberg, 1998; Wallace, 2002). In the sequence where Mel Gibson with Madeline Stowe and Chris Klein with Keri Russell were spending their last night together prior the soldiers’ departure for war, the intense emotions were effectively depicted. It relayed the fear being contained when lovers are being parted without any assurance of reunification. It is a scene where there is pain because of the uncertain. Another important aspect of war that this movie portrayed was not only the lives of men in the battle zones, but also those of their families awaiting their return. In the scene where the women would gather together and watch television for updates, one would feel the intensity of fear that these women are trying to suppress within. They would not want to cry until they hear something concrete, but just the prospect of losing their husbands is cruel. Every knock on their door was a possibility of the word that they have lost their beloved men (Spielberg, 1998; Wallace, 2002). Both movies focused on a hero, an officer of a military unit. Tom Hanks was the captain in charge of a platoon assigned to search for Private James Ryan while Mel Gibson was also the captain leading his men through Vietnamese jungles. In Saving Private Ryan, heroism is to fulfill one’s duty, regardless of its nature. As long as it contributes to the efforts of war, and that it is a soldier’s mission, then one is to be considered a genuine soldier. In We Were Soldiers, heroism is making a decision, although detrimental for a certain number of people but crucial for the entire outcome of the war. Saving Private Ryan was not a film about a country’s victory or defeat. It is a story of personal victory in one’s struggle to maintain his conviction amidst a world gone half mad. We Were Soldiers, in contrast, is about how a military unit lost a critical battle and most of the men involved (Spielberg, 1998; Wallace, 2002). Both shaped the American understanding of the realities of war. Because of these movies, the public has learned to further their appreciation of the sacrifices that men in uniform give in order for peace to prevail. The price is clear, their lives and the structure of their families are put in the line of fire each time they board the helicopters or boats in order to fight in the beaches or jungles. Both movies gave significance to the human side of war, concentrating on the people that comprise a war and how a war shaped these people (Spielberg, 1998; Wallace, 2002). References Spielberg, S. (Director). (1998). Saving Private Ryan. [Motion Picture]. United States: Amblin Entertainment. Wallace, R. (Director). (2002). We Were Soldiers. [Motion Picture]. United States: Icon

Impacts Of African Slave Trade On Europe

Impacts Of African Slave Trade On Europe Slavery was carried out in various parts of the world and mainly in some parts of Africa, Asia, Europe and America. Slave trade was at the highest during the period at which Americans were under the colonial powers of the European states. Europeans carried out their slave trade extensively in African nations. It is said that low economic level in African nations made it easy for Europeans to take control over Africans. The major slave trade regime against Africans by Europeans was known as Atlantic slave trade. It was not the only trade though it is believed to have been the most extensive both in volume and intensity wise. The Africans who were victims of slave trade to the Europeans are said to have been hostages of endemic warfare that was between different states of Africa. Their traders gained weapons and other basic necessities from Europeans in return. Contrary, Africans carried out the trade against themselves. There existed many divisions between African regions. Some of the divisions were ethnic, driven by culture and beliefs, religion, political, economic level, and boundary conflicts. Those divisions brought about conflicts and wars. Those who went into war captured their enemies who were source of wealth to them on trading with Europeans. The trade was barter trade whereby Europeans went off with slaves in exchange of goods such as manufactured cloth, alcohol, weapons among others. Interestingly, the slave trade had become the major international trade to Africans. The trade had grown extensively into communities and family levels. Kingdom rulers of the community did not discourage the trade and they encouraged by selling out those who were their enemies or the most hardworking personas of the kingdom. At the family level, family members would sell out their counterparts mostly when there were family disputes among different families or family members. All these made it easier for the Europeans to acquire slaves from traders who were willing to sell out themselves (Williams 1994,p.12). The main reason was the shortage of labor in the continent whereby demand for laborers had exceeded the capability of the population supply. Slaves who landed into Europe at early period of slavery were the Aboriginal peoples. At first they were a few but they suffered from diseases and cruelty from racist Europeans. Immense numbers of them were hired for mining, and in the plantations which were labor-intensive in growing, harvesting and processing of products such as sugar, cotton and other low-prized tropical crops. Affordability of low cost of labor helped in the economic growth of European states at the period. The first European state to carry out slave trade was Portugal. Portuguese were in dire need of laborers for mining and sugar plantation activities in Brazil which was their colony at the period. Later European states completion towards the slavery began when Brazil was seized by Dutch which eventually became to be the leading slave trading power in seventeenth century. They sold slaves to their colonies, to British and also to the Spanish. In late 17th century, Britain rose to be the leading trading power after gaining the control over the Americans. The other reason was large size of the market for European products. The triangular Atlantic slave trade is believed to have been the most convenient and profitable trade route. This is because Ships leaving Europe were only required to carry trade goods on their way to Africa. On arrival to Africa exchange of the goods for slaves took place. To Europeans the trade was always to their favor since cheap goods were of more value to poor African states who complied effectively in the trade. However, Europeans got to a point of carrying out supplying role of slaves to the world. Some of slaves acquired from Africa were transported to the American states for trade. In America, they traded slaves for the agricultural products, which were in many cases produced through slave labor. Due to low cost of labor, agricultural products were acquired at a low prize. To the Europeans trade route was an important business since it required that a ship make a leg of the voyage for a substantial profit waiting at the destination. This enhanced the international relationships between European nations and their trade counterparts. In addition, ships used less energy on their ways since trade routes were designed in a specific manner. This is because trades men followed the routes which they would take full advantage of the widespread winds and currents which propelled their ships. For instance, the journey from a place like West Indies or any other place in the southern United States to any other place in Europe would be propelled by the waves of Gulf Stream. This made it cheaper for Europeans to acquire slaves from other nations (Klein 1999,p.23). However, in industries, which were most profitable, slavery was the main source of labor of the time. Majority of the slaves were hired in the sugar production sector. Sugar plantations were the most labor intensive activity in the time. In additionally, the other slaves were hired in other labor intensive activities such as in coffee, cotton, and tobacco harvesting, and also in the mining. Slaves were basic possessions to European states and they always protected them so as to retain them in their land. For instance, in 1763, France had agreed to give out vast colony of New France in exchange for permit to keeping Antillian island of Guadeloupe. As the time went by, opposition against slave trade developed in Europe. The move was fore headed by religious movements such as Religious Society of Friends and also established clergies of the Evangelical ministries such as the William Wilberforce. Later individuals joined the movements and from which they protested against the slave trade to their state powers. However, owners of colonial holdings opposed the move (Rodney 1981,p.14). Success of the moves was marked by abolition of slave trade in Denmark through the legislation in 1792 and took its effect later in 1803. Britain followed the compliance by imposing ban to the trade in early 1807. Britain kingdom had to impose rigid fines for anyone who allowed slaves to aboard a Britain destined ship. Additionally, the British Royal Navy, which in control of all worldsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ sea, stopped other nations from participating in the slave trade through the declaration that equalized slaving to the piracy and culprits were to be punished by death penalty. To the Europeans, end of the slave trade, had insignificant obstacles which it is a must that they had to be overcome. Slave trade was an important part to the economy of the regional states. In 18th century, slaves were the main supply of labor that was required in the production activities of the agricultural products. However, end of slavery resulted into high cost of production and eventually the rise of prices of the same products in the market (Anstey 1975,p.34). However, some scholars studied the slavery ban movement slightly before the Second World War and concluded that it was in most probably recorded among the three or four important historical pages in the history of the European nations. This is mainly because slavery had an important impact to the growth of the economy and thus it was difficult for European nations to do away with it. Contrary, in his studies, Eric Williams, a West Indian historian, argued that it was as a consequence of the economic transitions, of European nations, which was unrelated to any morality factor. However, he based his squabble upon the idea that the colonies of West Indian were declining in the early 19th century. This is because they had lost political and economic importance to Europeans. Consequently, this decline made slavery to be an economic weigh down that made the British to have a will of doing away with it (Williams 1994,p.34). However, Williamà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s study is questioned. This is because decline in West Indian colonies manifested after 1807 when slave trade was banned. Moreover, slavery was economically flourishing at a fast pace before the ban. However, most likely the decline may have resulted from the effects of suppression which colonies felt from slave trade. In addition, the lowering of prices for the products which were produced through slave labor could be taken as evidence which exhibits that lowering in the price of a product leads to increase in the demand and eventually increasing the total profits. In addition, it is said that profits which were earned as a result of the slave trade lasted at low levels. Results say it was always about ten percent of the total investment and indicated no verification of the decline. More importantly, the prices of lands in West Indies, as an essential tool in analyzing economic growth of the region also did not decline until after discontinuation of the slave trade. Also, the economies of colonies which heavily relied on agricultural products did not decline. In fact are said to have been at the peak in 1807. However, there was a reason for Williams to be biased. This is because he was actively drawn into the movements which advocated for the independence of the colonies of Caribbean. With that notion he had a drive to try to snuff out any idea of such an unsparing action by colonialists to their colonies. However, some scholars have acknowledged Williams arguments in their works though they agree to the fact that the issue of morality was combined together with politics and economic forces so as to end slavery in Europe. However, religion is believed to have had the strongest movement that campaigned against slavery and actually into convincing Westminster into outlawing the trade. More also, Evangelical protestants together with Quakers formed a group which viewed slavery as an act of inhumane. These individuals formed the minority persons in the population, but more interestingly they were passionate and the group had many members who were enthusiastic individuals (Emmer 2000,p.45). In the parliament, large number of members presented these groups. Their parliament presence is said to have been so strong in that at their height they had control of about thirty five to forty seats. Normally precarious government positions acted as to magnify their numbers and also their service to the citizens. The members of the group were known as saints and William Wilberforce was their leader. Most importantly they were campaigners of the anti-slave in the European nations. Parliamentarians who belonged to the group were tremendously enthusiastic and frequently saw their delicate battle in opposition to slavery as a delightfully predestined crusade. However, after the ending of slavery in Britain, British felt obliged by economic pressure to force down other European nations into inserting themselves into a common economic straitjacket, or else the colonies of Britain would have became uncompetitive with those who were belonged to other nations. Ironically, British effort to campaign against slavery was an unparalleled foreign policy effort to combine economic powers (Drescher 1999,p.98). However, the Britainà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s campaign did not full succeed. This is because some European nations strongly objected the move into surrendering rights to the trade. These nations included Spain, and France. However, Britain did not back down but instead used every tool to trying to persuade these nations so that they may follow its lead. Interestingly, Spain agreed but through a payment of a ransom. Spain received over one million pounds in order for it to end the slave trade. For the France, it was difficult at outset. At first, Britain tried to inflict its idea of solution during the negotiation meeting at the near end of Napoleonic Wars. More devastating to the British is the reluctant of Russia and Austria who vowed not to end the trade. The people and government of France had profound uncertainties about compromising to the demands of Britain. This is because they did not only that other nations end the trade, but also their right to keep watch over the ban. However, Royal Navy was permitted to carry out searches in any apprehensive ships in the waters and confiscate any carrying slaves, or in operation to doing so. It is these stiff demands that kept France into the trade for a long time. More surprisingly, in 1815, France gave in to the ban but they never allowed Britain to police to interfere with their activities neither did they watch over themselves. That made it easier for the illegal trade to continue for a long time. French citizens had initially been indifferent to the trade. With that fact, their national pride could not allow Britain to dictate over their policies. Contrary, conservative backlash vied that reformist movement as tainted by the after the revolution. However, in France, a complete halt of slave trade was realized in 1848 (Drescher 1999,p.78). In conclusion, slave trade was of more benefits to the European nations. Europeans low population at the period called for more man power in the activities which were meant to be drivers of the economic growth. Thus, Africa became their target as a source of man power. However, there came a period when European nations came to Africa for slaves and in turn selling them out to other nations in the world thus strengthening interrelationships between different nations. The ending of slavery did not ogre well to the economic growth since affected nations suffered an economic down turn.

Canadas Brain Drain Issue Essay example -- essays papers

Canadas Brain Drain Issue What is a brain drain? It is the emigration of highly educated and skilled Canadians to the United States. Does Canada suffer from a Brain Drain? This is a question that economists have been trying to answer for a decade now and have conducted different studies resulting to different conclusions about this issue. There are some economists that believe that yes Canada is suffering from a brain drain if not now it will be soon, amongst those economists are Don DeVortez and Samuel Laryea who prepared a study of C.D howe Institute. They claimed that Brain Drain is real and is costing Canada Tax Payers millions of dollars. Then on the other side of the debate we have economists like John Helliwell, who compares the current perceptions to past movements of educated Canadians to the United States, and the past and current immigration to Canada from other countries, concluding that the 90’s movement of educated Canadians to the United States, is relatively small. He strongly beli eves that the existing data and analysis provides no evidence of a current crisis or any great changes in the tax system. So why is it that the media are convinced that there is a brain drain? This â€Å"brain drain† leads to the conclusions that there must be something wrong with Canada and that if nothing is done the nation is doomed. A brain drain means that Canadian productivity will slip even further behind American, that will cause even more of Canadians to leave, and the cycle will continue. Although brain drain believers don’t have much data to back them up, they have two strong arguments 1. The apparently small numbers of emigrants are a catastrophic loss for Canada, cause the issue is not how many we are losing, but who we are losing. 2. A definite crisis will come unless governments do something -cut taxes- for example. The main concern economists have is the future outcome of this brain drain. They understand and even some might agree that Canada is not currently suffering from a brain drain but there definitely is a problem and if it is not addressed by the government fast then there will be a major threat to the economy of Canada and then there will definitely be a BRAIN DRAIN. McKinsey & Company describes the Brain Drain as â€Å"WAR FOR TALEN†, it is a battle of quality rather than quantity so even though the statistical eviden... ...ment does not lower taxes and other economic forces such as post secondary educational subsidies, then we will not only lose our brains but also our most reputable companies (Nortel) will move and establish themselves someplace where talent is found. Bibliography:  · William Watson. (1999) â€Å"The Brain Drain Campaign† Policy Options Politiques. September.  · John F. Helliwell. (1999) â€Å"Checking The Brain Drain:Evidence and implications† September.  · D.J. DeVoretz. (1999) â€Å" The brain drain is real and it costs us† September.  · Herb Emery. (1999) â€Å" The evidence VS. The tax-cutters† September.  · David Stewart-Patterson. (1999) â€Å" The drain will be a torrent if we don’t staunch it now† September.  · Mahmood Iqbal. (1999) â€Å" Are we losing our minds† September.  · Globe and Mail. (1999) â€Å"The Brain Drain: truth and consequences† Editorial. May 8  · Reguly, Eric. (1999) â€Å"Dollar union fails a reality check† The Globe and Mail. June 26: B2  · Lewington, Jennifer. (1999) â€Å"Is Canada really losing its brains?† The Globe and Mail. January 4.  · Canadian Association of University Teachers www.caut.ca â€Å"There is little evidence that Canada is experiencing a brain drain†

Osteoporosis Essay -- essays research papers

Osteoporosis   Ã‚  Ã‚  Ã‚  Ã‚  Osteoporosis is a health ailment which causes bones to become so porous that they can break easily. Osteoporosis literally means 'porous bones'. The bones in our skeleton are made of a thick outer shell and a strong inner mesh filled with collagen [protein], calcium salts and other minerals. The inside looks like honeycomb, with blood vessels and bone marrow in the spaces between bone. Osteoporosis occurs when the holes between bone become bigger, making it fragile and liable to break easily. Osteoporosis usually affects the whole skeleton but it most commonly causes breaks or fractures to bone in the wrist, spine and hip.   Ã‚  Ã‚  Ã‚  Ã‚  Women are potentially at higher risk of osteoporosis because of the bone loss that occurs when they get relatively old and are experiencing menopause. (Men can, however, acquire the bone disease as well.) The low estrogen level results in an accelerated bone loss. This can lead to osteoporosis and an increased risk of fracture. There are also many other factors which can increase your risk, and these are early menopause (before 45), early hysterectomy (especially if one or both ovaries were removed), or infrequent periods often linked to over-dieting (especially anorexia) or over-exercising (long distance running). Other risk factors are a fracture after a minor accident or fall, long term or high dose oral corticosteroid treatment, family history (parent or close relative with os...

The Issue of Discrimination and Antidiscriminatory Practice

The issue of discrimination and antidiscriminatory practice Discrimination is the unfair treatment of a person or group deemed different from ourselves or society. Discrimination derives from our prejudices towards these groups of people who we have developed negative attitudes towards. Family, friends, workplace and society can affect these attitudes. It is part of your job as a social worker to fight discrimination where you find it and for this you adopt the theory of anti-discriminatory practice. Anti-discriminatory practice is the main strategy in combating discrimination.It takes into account how we behave towards other individuals. All employees in a care setting should promote this practice in the workplace as it is key to combating prejudice, in doing so they are trying to eradicate discrimination and promote equality for service users and for staff. 1. â€Å"Whatever the personal characteristics and needs of the individual, everyone has the same rights. Equality of care is a central value to all caring professions and is written into codes of practice and in the government's patient's charter. † Discrimination takes many different forms so carers must be vigilant.One form of discrimination that can be found in the work place is to do with gender, whereby men are favoured over women for high ranking jobs within a company. Physically disabled people face discrimination everyday when due to their condition they are unable to access facilities in their physical environment. Perhaps one of the biggest forms of prejudice in our society relates to race. People who are racially different from ourselves (e. g. coloured, Asian, Pakistani etc. ) can be deemed in some situations less desirable than a British Caucasian.They may also find it more difficult to get a job and once in this job may be met with much racial tension as with the case study below. 2. â€Å"Mr Singh had been a social worker in a local council's children's services department since 199 1. When he became a target for racist remarks by one member of staff and complained, his manager dismissed the incidents as office banter' and told Mr Singh to ignore them as the offender was due to retire shortly. Because of the way the complaint was handled, Mr Singh was branded a trouble maker', and staff relations broke down.The Industrial Tribunal found that the council did nothing to put matters right. Mr Singh was awarded a total of 16,615 in compensation: 5000 for the racial discrimination he suffered and 11,615 for unfair dismissal. So in one way promoting A. D. P is an individual act, it is important that if you see malpractice happening you should take steps to put an end to it. As a care worker you are instilled with a certain degree of power and it is important that this power is used in the correct way and not abused. A. D. P is an essential practice in the profession of social care and is imperative in ensuring equality for all service users, no matter what their indi vidual situation. Promoting it within the workplace is a duty that should be carried out by all individuals working there and is key to providing equality within the service for staff and service users. To do so staff should be well educated about the different types of discrimination and how easy it is to discriminate against someone. Also they should be alerted to types of discrimination language and how this although seemingly small can affect people.Mainly though you should ensure that you individually are not abusing your role and be vigilant of others who may be abusing theirs. Three values that underpin A. D. P are Privacy, Dignity and worth, and the right to choices. All service users should be given the right to privacy. Be given space to themselves when they need it, a little solitude and just time to be on their own. Every person needs and deserves privacy and it is essential that this right is adhered to. Every individual should also be given their dignity, respected and made to feel they as individuals are worth this respect, in turn giving them a more self-respect.This can be especially important in moving and handling or helping with bathing etc. Another important value in A. D. P is the right to choices. This recognises the individual's right to a choice concerning them or their welfare. Whether it be preferences in clothing or alternatives towards diet these choices should be respected. These values influence how we work in the care profession and when adhered to reduce the risk of discrimination in the workplace. Three examples of legislation which underpin A. D. P are: Sex discrimination act 1975 Disability discrimination act 1995 Race relation's act 1976 3.â€Å"The sex discrimination act 1975 states that: Direct and indirect discrimination on the basis of gender is illegal. † It applies to both male and female and makes it illegal to discriminate in employment, education and housing etc. on the grounds of gender. It aims to ensure t hat neither sex is discriminated against and is key to promoting equality between sexes. 4. â€Å"The disability discrimination act 1995 defines disability and encourages employers, transport providers and others to make reasonable efforts to respond to the needs of people with disabilities. This act takes into account the needs of the disabled and enforces society to respond to their needs whether it is access or care. 5. â€Å"Race relations act 1976 made direct and indirect discrimination on the basis of race illegal. The Commission for Racial Equality was set up to implement and monitor this act. † This act made it illegal to take a person's race into account when considering them for a job and made it illegal for people to be racially discriminated against in their workplace, promoting equality for the different races alongside ours, and helping to remove racial tension from the workplace.Each of these pieces of legislation affect how people work in the care profession, they must be taken into account and affect the service provided. They ensure to a certain degree that A. D. P is upheld and that all service users and staff are free from discrimination and ensured equality of service. However this is not always the case so it is important that with these things in mind each care worker is ever vigilant and always promoting A. D. P in the example of their own work.

Jung and Freud’s Theory of the Unconscious Essay

Jung’s theory of the unconscious sprang from the influence of disassociationist psychology, whereby â€Å"ideas and images tend to combine into complexes† that represent a measure of one’s personality. Thus, in his 1902 work, Jung theorized that the phenomenon called somnambulism might be an attempt of a future personality to break through. In 1935, Jung posited the existence of the collective unconscious, which represents complexes that exist apart from people’s intentions (Astor, 2002). Freud placed too much emphasis on the aspects of sexual and aggressive drives in his theory of the unconscious (Anzieu, 1986). On the other hand, Jung believed that the human unconscious is motivated by higher drives than these two, such as an inherent desire to seek self-development and religious fulfillment. Moreover, Jung deviated from Freud’s theory of the unconscious by positing that each person has a unique unconscious and that such unconscious may be accessed by a person voluntarily (Anzieu, 1986). Moreover, Jung carried his theory of the unconscious further by theorizing about the collective unconscious, which is composed of a universal set of ideas that belong to the entire human race, which passed from one generation to the next. Thus, Jung believed that a person’s personality is not only influenced by personal factors, but also by cultural influences that help build his personality (The New York Association for Analytical Psychology, 2008). Freud would have treated Mary Jones through his process called psychoanalysis, or simply, the â€Å"talking-cure. † Freud believed that the psychological problems that appear to underlie Mary Jones’ manifestations could be solved by talking about them. Psychoanalysis consists in the patient’s narration of his thoughts and feelings to the therapist. Meanwhile, the therapist is supposed to listen carefully to the client, and from the client’s narration formulate his analysis and help the client achieve some insight into the unresolved conflicts of the client, which are only embedded in the unconscious (Anzieu, 1986). On the other hand, since Jungian analysis aims to form a strong relationship between the conscious and the unconscious, Jung would not confine the process to a mere discussion of the patient’s thoughts and feelings. Jung believed that the unconscious is a â€Å"wellspring of psychic energy and healing;† thus, he would utilize images and symbols designed to spontaneously unlock the patient’s fantasies and dreams. These images help in the exploration of new possibilities and achievement of personal transformation (The New York Association for Analytical Psychology, 2008). Jung places more emphasis n the process that occurs during the therapy sessions, rather than the content of the therapy. Jungian analysis aims to help the patient achieve an understanding and awareness of the unconscious and thereby give relief to the patient’s symptoms (The New York Association for Analytical Psychology, 2008). The differences in the treatment styles of Jung and Freud illustrate the following differences in their views of the unconscious: