The Public Health Campaigns Health And Social Care Essay

Even though the relationship between cervical malignant neoplastic disease and sexual activity has proved by surveies to be near and the function of the HPV virus in the development of cervical malignant neoplastic disease is well-known, the reviewed articles showed that there have n't been emphasized plenty by the public wellness runs ( Waller, McCaffery and Wardle 2004 ) . Specifically in the NHS, the information provided is limited. Some surveies demonstrated that the medical cusps highlight the taking behavioural hazard factors such as the early age of first intercourse, the high figure of sexual spouses or the deficiency of usage of rubbers, nevertheless, the relationship between a sexual transmitted virus and cervical malignant neoplastic disease is n't presented clearly ( Waller, McCaffery and Wardle 2004 ) . Sexual activity of adolescents could be characterized as either a milepost of their development or a field of unsafe behaviour. During pubescence, gender becomes active as adolescents experiment, seeking for ‘sexual individuality ‘ . Merely one article ( [ 13 ] ) refering Greece high spot that to day of the month Greece competes with the highest abortion incidence rates worldwide and sexually transmitted diseases are the most common public wellness job among striplings. The deficiency of information on how to protect themselves for unintended gestation of STIs could be ruinous ( Iliadou and Palaska 2008 ) . Harmonizing to this survey, sexual instruction is limited and unsatisfactory among striplings in Greece because conservative positions claim that sexual wellness instruction shows new patterns to the immature people which otherwise they would n't follow. Specifically the chief beginnings of information on contraceptive method are friends ( 66 % ) , household ( 60 % ) a nd books or magazines ( 59 % ) whereas the wellness professional apply merely the 3.3 % of the replies ( Iliadou and Palaska 2008 ) . Contrary to the immature Greek population, research workers examined striplings of other states such as Denmark and they concluded that they have equal cognition on how to protect themselves while adult females and work forces are considered every bit responsible for the transmittal of STIs ( Mortensen 2010 ) . In add-on, most surprising is that besides the UK provides limited cognition on the STIs and HPV infection in both work forces and adult females. Five of the surveies ( [ 20 ] , [ 30 ] , [ 31 ] , [ 32 ] , [ 33 ] ) provided studies which proved that 67 % of the people responded that ‘many sexual spouses ‘ is a major cause of cervical malignant neoplastic disease whereas merely 31 % replied ‘viruses or infection ‘ . Merely 1 % of the respondents answered that HPV virus is a causal factor of cervical malignant neoplastic disease ( Waller, McCaffery and Wardle 2004 ) . The same surveies demonstrated that the form of cognition seems to divert across different age groups. For illustration, adult females of 55-64 old ages old are most likely to cognize hazard factors such as the sexual activity and holding many sexual spouses. On the other manus, younger adult females of 16-24 old ages old and people holding hapless instruction showed the lowest consciousness of the hazard factors ( Waller, McCaffery and Wardle 2004 ) ( Wardle, et Al. 2001 ) . This study raises the inquiry on the cognition British adult females have, sing the sexual behaviour. Furthermore, the overall cognition on sexually transmitted infections ( STI ) is surprisingly low among pupils. British female pupils were familiar with the smear trial as a preventative cervical malignant neoplastic disease testing step and they replied that they had ne'er considered themselves to be examined but they expressed an involvement in the HPV vaccinum. On the other manus, work forces were n't certain what smear trial is ( Martin, et Al. 2011 ) . Hence, what is revealed is that the recent high cervical malignant neoplastic disease incidence rates are the result of a wellness instruction system where the cognition of the sexual behaviour is limited and it is n't concentrated on the self-management and the subject of the organic structure. All these findings, in add-on to the 14 % increased incidence rates in the last four old ages ( Cancer Research UK, 2012 ) demonstrate that the current wellness instruction peculiarly in school-based undertakings in the UK is hapless and one-sided. It focuses largely on the unintended gestation and contributes to the position that sexual wellness is merely adult female ‘s duty. These surveies ( [ 30 ] , [ 32 ] , [ 33 ] ) show that school based programmes in the UK fail to understand that betterment of misbehaviour is required to set up self-discipline. Alternatively, these school-based programmes should intent to increase the cognition of the adolescences to supervise themselves, produce the consciousness of the hazard factors and make the sense of personal duty in take parting on a regular basis in the showing trials. Hence, wellness instruction would finally make adept disciplined organic structures. This manner, the organic structure becomes cardinal. The construct of bio-po wer is placed to exert non merely the organic structure but besides the psyche. For that ground, there was ever been a argument on whether the UK should present unfastened treatments about sex in a school-based programme and educate adolescents on proper sexual behaviour and their engagement to testing trials in order to cut down the sexually familial infections ( Martin, et Al. 2011 ) . Overall, it is dismaying that most people in Britain consider household medical history as most noteworthy factor for cervical malignant neoplastic disease than the infection by STIs ( Waller, McCaffery and Wardle 2004 ) . However, acceptance and execution of wellness instruction programmes outside school, has been a topic of research. Contrary to what Nettleton claims there is besides the belief provided chiefly by Annemarie Mol that wellness instruction of public wellness is n't adequate to do people move rationally and give up unhealthy life styles. Public wellness runs are accused for being really general and that they address the full population without taking into consideration the differences among people ‘s wellness position and the stipulations for disease. Every educational run focuses on the population as a entire and as all being equal and they do n't acknowledge that when the educational programmes address the whole population, there is a portion of it, that ca n't hold entree to the healthy life style they suggest and people do n't see themselves reflecting in this state of affairs ( Mol 2008 ) . Furthermore, gender is a sensitive field that most adult females feel uncomfortable and diffident to discourse about publically. Any public statement that emphasizes on the nexus between cervical malignant neoplastic disease, sexual activity and smear trial, sounds to be about the adult female ‘s ‘ ain gender ( Braun and Gavey 1999 ) . This is the ground why the wellness instruction even in public wellness runs should be targeted to specific age groups. School is a promising manner. Harmonizing to the undermentioned surveies ( [ 20 ] , [ 30 ] , [ 31 ] ) school is the lone establishment in our society where many immature people attend before their first intercourse. Given proper and sufficient wellness instruction, it is cardinal that the self-management of the adolescences is improved and the informed pick is activated. Health instruction finally creates to the adult females the sense of power and subject on their ain organic structure. Self-discipline is considered as a moral behaviour which is motivated by intrinsic factors. The school-based programmes aim to better these factors and make a sense of cognizing ego and lead to active agents of the society where people control themselves unconsciously ; that is, school- based programmes create what Foucault has defined as docile organic structures. Harmonizing to su rveies conducted in the '90s and 2000, there is no grounds that sexual instruction increases the sexual activity. Alternatively, the sexual instruction specifically in school-based programmes delays the first intercourse, increases the usage of prophylactic methods and reduces the figure of sexual spouses ( Kirby, et Al. 1994 ) ( Dolan Mullen, et Al. 1995 ) ( Iliadou and Palaska 2008 ) . Most significantly, through the wellness instruction course of study there were important positive consequences sing the decrease of unhealthy wonts ( Glanz, Rimer and Viswanath 2008 ) ( Dolan Mullen, et Al. 1995 ) such as smoke, and a important addition in the inoculation rates. In add-on, in the 1980s research surveies was found out that among simple and secondary school kids, wellness instruction really improved kids ‘s wellness attitude and behaviour ( Dolan Mullen, et Al. 1995 ) . Therefore, it is a great chance to turn to wellness instruction programmes particularly sing the decrease of hazardous sexual behaviour ( Kirby, et Al. 1994 ) and the regular engagement in diagnostic trials because most HPV instances are reported in immature ages of 20-24 old ages old. There are many ways to believe that public policy can forbid hazardous activities and advance healthy manner of life. Recreation countries and rigorous nutrient statute law are some public intercessions Mol suggests through which, people can switch into rational mundane wonts ( Mol 2008 ) . Information runs on the HPV inoculation is another 1. Some articles consider Denmark as a important illustration that makes a important attempt since the debut of the HPV vaccinum in 2006, to educate the female population with HPV information runs. These runs are concentrated on the safety, the cost, the efficiency and possible side effects of the vaccinums ( Mortensen 2010 ) . Besides, in the same model, the two vaccinum makers organized a media-based run meaning to inform the female population on the benefits of the inoculation ( Mortensen 2010 ) . The engagement of adult females in these events can increase their cognition on the disease and the possible hazard factors and they can do informed picks on showing or inoculation. Not surprisingly, in most of the developed states the cervical malignant neoplastic disease testing system is advanced, nevertheless as surveies show, adult females still develop cervical malignant neoplastic disease ( Bosh and Harper 2006 ) . So, primary bar has a double function ; in the first topographic point, the end of the wellness instruction is to supply information through a non-threatening, easy and accessible manner and raise the consciousness of persons about organic structure care and lifestyle alteration to forestall disease through assorted programmes. Through nonsubjective and progressive information, people can go rational histrions for them and they can acknowledge easy the hazard factors and the dangers of specific activities. For illustration, research analyzing the attitude of adult females and parents for the HPV vaccinum demonstrated that given the right information on the safety and efficaciousness of the vaccinum, they promote its usage ( Raffle, 2007 ) ( Bun n 2008 ) . Hence, a wide and complete educational programme is indispensable to trip an informed pick. Most of the articles pointed out that it is cardinal that adult females have the ability to do their ain wellness picks. Additionally, another end of the wellness instruction is to stress the personal duty for wellness and promote the engagement of adult females on wellness services ( Scambler 2005 ) . Women should experience that go toing the cervical malignant neoplastic disease testing scrutinies is a personal determination. In Western societies, people are an ideal illustration of docile organic structures as they are encouraged to take attention of their organic structure through preventative interventions and they are induced to command their wellness. Namely, protection of their organic structures is a portion of their duty as being members of the society ( Braun and Gavey 1999 ) ( Petersen and Lupton 2000 ) . As Mol agrees, it is better to promote people to take part in suc h intercessions instead than compel them ( Mol 2008 ) . No power system has of all time survived with the fright and coercion as the lone arms.

Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide: †¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g. , child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster †¢ Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events. †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.

Stem cell research Paper Example | Topics and Well Written Essays - 500 words

Stem cell - Research Paper Example due to the fact that Governor Perry was in Iowa as part of his his campaign for nomination in the 2012 campaign for election as President of the United States this â€Å"transformation† in his views is being interpreted as an event of national significance. The election campaign is not mentioned directly, but it forms the backdrop to the whole discussion. Dann reports in effect that there has been a shift in Governor Perry’s position from a qualified anti-abortion stance, allowing exceptions for some situations, to an absolute anti-abortion position, which would prevent women from having the option of abortion even in cases where there is rape and/or incest involved. The context of the quotation from Governor Perrry is given in full, namely a meeting at the Full Faith Christian Center in Chariton in which there was a question asked about whether signatories to the â€Å"Personhood USA† pledge really mean what they say when they sign up to absolute prevention of abortion. The author raises the possibility that perhaps Governor Perry was making this statement simply as part of his electioneering stance, and that perhaps he may not have meant it sincerely, only to demolish this theory with definitive statements from unnamed â€Å"Viewers† (Dann, 2011, p.1) who confess initial scepticism, but ultimate belief in Governor Perry’s change of heart. The pastor, too, adds his support to this interpretation. This is a significant piece of news because it reflects one of the key policy areas that the new President will have to decide upon once elected. Abortion is a hotly contested area of on-going debate in the United States, with strong views on both sides of the fence, ranging from those who argue for free choice for all women in all circumstances, to those who, like Perry in this article, appear to argue for the absolute banning of abortion. Most people sit somewhere along this spectrum, with a willingness to take on board the views of others to a certain extent. I

Leadership Skill-Building Essay Example | Topics and Well Written Essays - 750 words - 3

Leadership Skill-Building - Essay Example The indicators are engaged in the measurement of performance drivers such as organizational vitality, productivity gain and market position strength. The metrics also measure the financial performance outcomes as well as stakeholder value generated. Research on life cycle model shows different organizational growth stages in the model’s growth through a basic illustration of revenues (for profit) and budget (non-profit) activities. Evaluation reports may illustrate absence of extensive predictors for international executive success while agreeing that open flexibility; drive, language, and personality skills contribute towards successful international leadership. More teams are comprised of people from different nationalities, languages, ideas, behaviors, cultures and ways of achieving objectives. A section of a given team may argue that international business language negates the communication issues for which cross-cultural teams are involved in developing hands-on experience for such disagreeing teams (DuBrin, 2013). People of different backgrounds of culture gather come together within settings that are always in a position of promoting interaction. The implication of such a balance is the energizing elements of the organization. Such a dimension also reflects a truthful culture and organization under which decision-making policies are traditionally held closely by smaller groups of individuals. The systems and mechanics of broadening senior teams vary based on organizational and cultural considerations. The scope of leadership includes creation of common contexts within the item and reason of the strategies that serve as critical milestones for broader leadership teams. In a number of cases, the approach prefers creating groups of between 50 and 100 people recognizing collective accountability for success of entire strategies (DuBrin, 2013). The steps present effective partnering

Ethics7 Assignment Example | Topics and Well Written Essays - 750 words

Ethics7 - Assignment Example The potential liabilities facing APNs are discussed in the following part. This is considered a nurse’s liability if he or she fails to monitor and assess a change in the patient’s condition and refer it to the patient’s physician. To provide optimal patient care, it is required that nurses have appropriate knowledge, skills and positive attitudes toward pain, its assessment and management. Furthermore, this should be based on the best available evidence in preventing patients from suffering harm (NMC, 2008). It is unacceptable for APNs to have inadequate knowledge about pain or patient to experience unmanaged pain. This is considered a poor understanding of their profession in this aspect of care, and thus held accountable if it happens (Diamond, 2002). The management in a bid to prevent this liability may undertake to teach the staff on the importance of pain management and steps involved. In this case pain can be incorporated as a compulsory component, aimed at equipping nurses with knowledge, skills and attitude to undertake proper pain assessment and management. Since this has worked elsewhere, Wilson perceives the result of this as patients receiving higher standard of pain assessment and management and thus reduce the incidences of unnecessary suffering and prevent potential liabilities (2007). These involve transcription and administrative errors by the APN. Medication errors can cause harm to patients, practitioners, families, systems and the profession. Medical errors may be human-performance based or system based. According to a report in the Archives Internal Medicine, nurses who are interrupted while administering medication have an increased risk of making medication errors. Modest strategies to help reduce interruptions may include easy access to whiteboards or other sources of information. Nurses could were vests with â€Å"do not interrupt" messages on them while conducting medication rounds. This entails failing to notify the

Claims for Damages in the Court of Appeal Case Study

Claims for Damages in the Court of Appeal - Case Study Example Secondary victims may successfully claim on the ground of pure physical injury as what happened in McLoughlin v O’Brian, where the Court held that secondary victims may claim on the ground of psychiatric injury in cases that the claimant is a close relative of the primary victim and the former was able to witness by reason of physical proximity which made witnessing or hearing the accident possible. In determining whether the present case will present positive prospects of recovery, the Court classified the appellants as to whether they could be secondary victims at the very least. The pivotal incident, in this case, was the shooting of Mr. Ashley, an incident that was not witnessed by the appellants. They were not, therefore, secondary victims. The psychiatric injury caused by that event upon the appellants was indirect and stemmed from the stress that the subsequent disciplinary and criminal proceedings that followed after it. The lower court, according to Lord Phillips, is not empowered to extend the law on negligence by accommodating the claims of the appellants. The case that the appellants relied upon, viz. Waters v Commissioner of Police for the Metropolis is not applicable to the case at bar, according to Lord Phillips, because it contemplates of â€Å"bullying† in the workplace, which the employer failed to stop, and not a novel extension of the duty of care. In winding his discussion, Lord Phillips quoted Lord Steyn in the Frost.  case: â€Å"My Lords, the law on the recovery of compensation for pure psychiatric harm is a patchwork quilt of distinctions which are difficult to justify. [†¦] The only prudent course is to treat the pragmatic categories as reflected in authoritative decisions such as the Alcock case [1992] 1 AC 310 and Page v Smith [1996] AC 155 as settled for the time being, but by and large to leave any expansion or development in this corner of the law to Parliament.      

Ecommerce web development business plan Essay Example | Topics and Well Written Essays - 3750 words

Ecommerce web development business plan - Essay Example Our offerings will be competitively priced in relation to other major consulting organizations who also offer high-end expertise. Our projected sales revenue estimates are $159,000 at Year 1 and $289,000 at Year 3. Profit is estimated at $65,000 by year 3 with a net profit margin of 6%. These figures factor in 130,000 of current debt with a further $50,000 in long term debt. This strategy will forestall any cash flow problems in the first 3 years of operation. Woodville Consultancy has already attracted $50,000 of start-up capital. Consulting firms influence how businesses, governments, and institutions make decisions. Often working behind the scenes, these firms offer expertise-in the form of knowledge, experience, special skills, or creativity; another resource is time or personnel that the client cannot spare. Clients include large and small companies in the private sector; Federal, State, and local government agencies; institutions, such as hospitals, universities, unions, and nonprofit organizations; and foreign governments or businesses. The management consulting services industry is diverse. Management consulting firms advise on almost every aspect of corporate operations, including marketing; finance; corporate strategy and organization; manufacturing processes; information systems and data processing; electronic commerce (e-commerce) or business; and human resources, benefits, and compensation. Larger consulting firms usually provide expertise in a variety of areas, whereas smaller consulting firms generally specialize in one area of consulting. Consulting firms might advise clients in the implementation and use of the latest office technology or computer programs that could increase office productivity. Consultants may provide assistance to firms in areas such as developing new products and pricing, forecasting sales, planning and implementing a marketing strategy, and

Leadership Case analysis Study Example | Topics and Well Written Essays - 500 words

Leadership analysis - Case Study Example He links the employees with the employer, advocating for regulated working hours. Though he is close, WHP included mandatory checkups which might have sounded as unkind to the workforce. However, Teow covered the ruthlessness of this activity by including members from each department in the program’s management team. Teow expressed a positive character that portrayed high levels of compatibility with the workforce he was outgoing and very social. Teow led by example and maintained smallest distance possible between him and his employees. Notably, Teow comments that his goal of achieving a happy and engaging team that incorporated all department was achieved, portraying the desire to listen to every individual regardless of his job position. Teow sought stimulation of employees via improved health and openness to the best interst of the company. Teows success was based on his friendly and agreeability trait. WHP program, was n manged by several people including the Company’s Recreation committee. Teow respected opinions of these members and acted according to collective judgement. Evidently, Teow promoted payout bonus previously set by the management though he incorporated changes its implementation to include physical health. Moreover, Teow stands by his actions and embraces little sensitivity to emotions. The WHP program faced opposition in its initial stages. Despite having low employee participation, Teow never gave up or even implemented a forceful action, but emphasized on convincing by stating its importance. Additionally though Teow seems anxious about the results, he controls his anxiety and slowly sets small achievable goals. WHP made Teow appear as a dependable leader. The program’s success was accompanied by productivity improvement as well as achievement of company goals as it was anticipated in the beginning. Teow is a conscientious leader embracing on planned changes.

Teaching Standard English Essay Example | Topics and Well Written Essays - 1000 words

Teaching Standard English - Essay Example The essay is meant for a general audience but it brings up several issues that specifically appear to be addressed to language teachers in America. Christensen explains that the stigma experienced by children brought up in backgrounds not advocating Standard English throughout their school life and beyond negatively impacts on their self-esteem. Using the example of Fred, one of her students, she discusses the fear resulting from societal expectations and the criticisms that sometimes scare learners into not writing at all, rather than risk doing so and end up making errors. Fred has trouble learning because he is too scared to write and when he finally does; his creativity is severely hindered by his obsession with writing the â€Å"correct† English rather than expressing himself. (Christensen 36). Through this case study, the writer is successful in appealing to the audience’s sympathy by depicting Fred as a victim of the societal expectations that are beyond his cont rol. By presenting her argument alongside Fred’s case, she is likely to convince an objective audience of the error of putting too much emphasis on the structure parts of the language as opposed to the functions. Bringing about social change, as she is evidently trying to do with her essay is a complicated affair that requires that one not only creates a rapport with their audience but also convinces them to step outside their previous assumptions and bias about a subject. However by initiating and emotional presenting Fred as a victim and showing his emotional challenge in an objective manner, she forces the reader to open their mind, acknowledge and confront the reality of the underlying problem. She breaks down the whole issue and brings it to a personal level showing the audience that if it can happen to Fred it can happen to any of them or even their children etc. Christensen emphasizes the need for English teachers to be careful when it comes to correcting their student ’s mistakes since the manner in which they do it could negatively impact on their learning process. She mentions how a teacher can learn a lot about their learner’s lives by encouraging them to express themselves through writing, if teachers understood the importance of assisting the students in such expression they will be more conscious of their approaches and pursue learner centred as opposed to language centred teaching methods. For example, students who have been sexually abused could be hiding behind their problems and failing to express or report them; however, given chance to write without being judged based on grammar, teachers can learn their problem and advise them on the appropriate actions they should take. She concludes with an assertion that while it is important for students to learn standard English, they also need to understand why they are learning it, and they should not do it to avoid criticisms, but rather because they want to (Christensen 36). Te aching the rules of Standard English without imparting the need to reflect on them is only likely to force the students to comply out a need to conform rather than the intrinsic desire to learn. At the end of the day, she convinces he reader that the focus of education is in the learners personal and academic development, therefore teachers should ensure they use the educational opportunity assist

Hercules on Roger Young’s Miniseries Essay Example for Free

Hercules on Roger Young’s Miniseries Essay The most obvious difference of the animated film from the original Greek myth of Hercules is that the dreadful factors of his origins were revised and some components of modern day popular culture were utilized. According to Royalty. nu (n. d. ), Hercules was born to Alcmene, wife of Amphityron, but fathered by the Greek God Zeus. Zeus deceived Alcmene into thinking that he was Amphitryon on a night when the real Amphitryon was away. Hera, Zeus’ wife loathed Hercules and tried several times to try and kill Hercules, much unlike in the animated film, where Hera as Hercules’ mother doted on him. The animated film focused on Hercules’ early life; the famous ten labors of Hercules and the other half of his life was not included. The circumstances of the Greek myth characters like Megara, Zeus, Hera, Aphitryon, Alcmene and the rest included in the film were greatly modified to fit the storyline of the animated film. Apart from that Hercules’ twin brother, Iphicles was excluded in the storyline. Greek mythology portrays Hercules as a character with â€Å"low intelligence and terrible temper†(Royalty. nu, n. d. ). Although there was much difference from the original Greek myth, Hercules’ character as half-man half-god hero with weaknesses was still portrayed. Hercules’ character in the animated film was a bit naive but he was not quick to loose his temper. Audiences were also given a taste of Hercules’ famous battles with calamities and creatures. According to FilmAffinity (n. d. ), this Hercules miniseries is about â€Å"the gifted child born of a blood greater than mortal who would become the most powerful of all gods†. Roger Young’s miniseries starts with how Hercules was conceived. Similar to the Greek myth, the dissolute God Zeus deludes the Princess of Thebes, Alcmene, into thinking that he is the princess’ husband, Amphitryon, and then forces himself on Alcmene on a night where the princess was awaiting her husband’s return. When Alcmene gives birth to twin boys, Hercules and Iphicles, Alcmene and Amphitryon are perplexed on which baby is fathered by Zeus and whose is Amphitryon. They later realize that Hercules is Zeus’ son when he kills the snakes with his bare hands an infant. Hercules develops into a lumbering young man, â€Å"rejected by his mother, envied by his brother Iphicles and loathed by Zeus’ wife Hera† (FilmAffinity). Similar to the Greek myth while Alcmene reserves no love for Hercules, he grows up with Amphitryon doting on him and teaching him. Hercules then falls for Megara but was rejected. Their brief connection results to a child. When he lost his temper and accidentally hurt his teacher Linus during a class, Amphitryon sends far away to be taught under the care and instruction of a centaur, Kiron. Hercules becomes an agile adult and more capable to handle his great strength. He then was married to Megara after he helps the king from the creature Hydra. Megara and her sons, turn out to be â€Å"tools of the vengeful Hera, plotting against him and initiating events that lead to his banishment from his people† (FilmAffinity). To atone the punishment that he deserved in killing his own children, Hercules agrees when he was given difficult challenges which were set out to destroy him. With his ally Linus, he travels the Stymphalian Swams to the River styx of the underworld, faced with challenges and monstrous creatures that was arranged to kill him. Hercules willingly continues on this journey that afterward made him a â€Å"legend on Earth and achieve immortality in the heavens† (FilmAffinity). With the storyline of the miniseries, it was clear that the filmmakers focused on the raging politics between the noble mortals and their want of power and control. It is important to note that this miniseries was one of the few productions that embarked on Hercules true conception with regards to the original Greek myth. Hercules’ character of recklessness and short temper was portrayed true to the original Greek myth during his younger adult days. There were slight alterations unto how certain events happened to the characters but the miniseries was in a way loyal to the Hercules’ myth. For example, Hercules develops a more profound thinking later on the miniseries but there was no hint of that according to the Greek Myth. The Gods Hera and Zeus were not given much attention during the miniseries and only appeared briefly. The supposed raging battle between Hera and Zeus was implied but not shown comprehensively. In conclusion, both films were individual depictions of Hercules’ character as the legendary Greek hero. Each film represented the filmmakers approach on representing a storyline associated with Hercules’ myth. Disney may have chosen to emphasize more on Hercules’ journey to his fate in a more conducive way that was appealing since their audiences are young people. Roger Young’s miniseries took more of a similar likeness to the original myth although alterations were made on how events were played because the storyline demanded that it be so.

The Playboy of the Western World Analysis

The Playboy of the Western World Analysis J.M. Synges highly controversial play The Playboy of the Western World exposed the middle-class Dublin audience to a different portrayal of Irish countryside life as opposed to the traditional idyllic image they were accustomed to. Synge strongly employs the element of satire in his play, implemented as a device to shock his conventional audience; the plays lack of morals would have offended the audience, so satire is also used to inject humour, creating a light-hearted tragicomedy. In pages 59 62 the presence of satire can be analysed in terms of satirising gender, religion and the presentation of rural Ireland, in addition to how satire is present throughout the entire play. Synge depicts Christy Mahon as a weak, frightened, young man at the beginning of the excerpt, whereas Pegeen is given a strong, almost masculine persona, protecting him from the Widows advances. When the Widow is introduced, the audience sees Christy clinging to Pegeen exclaiming Oh Glory! with Pegeen having to hurriedly give Christy his supper and usher him off to bed like a child. In this extract, the audience sees how Pegeen is given the protector role, exhibiting maternal instincts. In 1907, the satirising of gender roles shown with Synge giving more status to women than men would amuse the audience, as it conflicts with the traditional Irish patriarchal society. Christy is painted as the classic damsel-in-distress, with Pegeen having to fight the Widow, angrily telling her that she will not have him tormented, and he destroyed travelling since Tuesday was a week. Again it is evident that Christy is shying away from his expected male role, leaving Pegeen to defend him, amusing th e audience. When the Widow pulls Christy up, as theyd best be going, young fellow; so rise up and come with me, Pegeen retaliates by seizing his arm, insisting hell not stir. Christy has been compromised in terms of his masculinity; two women have physically placed their control over him, and Christy lacks the strength to disprove their control. This scene would have been very comedic, as not only are Pegeen and the Widow effectively having a brawl, a male associated activity, but Christy is helpless in the middle, like a female. Traditionally, it would have been the men who wooed the women, but Synge has ignored this, with Christy being rather violently wooed by Pegeen and the Widow, eliciting laughter from the audience, who would find the explicit use of satire highly amusing. Synge is presenting Christys essential emasculation, shown by reversing traditional gender roles. Later on in the play a mule race takes place; as D. P. Moran observes, the pursuit of physical-contact Gaelic games [was used as] an antidote to such emasculation. Christys partaking in the race shows how he used this opportunity to reassert his gender after feeling emasculated by Pegeen and the Widow. Throughout the excerpt from p.59-62, repeated references are made to religion, many in the form of Father Reilly, the local priest. Though he is not seen in the excerpt, his presence is acknowledged as he is partially why the Widow went to find Christy Mahon; when Pegeen asks her What ails you, or what is it youre wanting at this hour of the night? the Widow replies that she was after meeting Shawn Keogh and Father Reilly below, who told me of your curiosity man, and they fearing by this time he was roaring, romping on your hands with drink. The audience would not be surprised by Father Reillys attitudes, as in the 1900s Ireland was a devoutly Catholic nation, as Jane Abbottsmith explains The term Irish Irelander originated to characterize the true Irishman: Catholic and with Irish ancestry, learned in Irish folklore and competent in the speaking and reading of the Gaelic language. Abbottsmith continues to remark that it was the Irish peasants, who were the traditionally pious, Catho lic population that was well versed in Irish folklore. Though the 1900s audience would have expected the priests intervention, a modern audience would find it comedic how Pegeen being alone with Christy has prompted such a flustered reaction, suggesting Synges attitudes were ahead of his time. Irish society was devoutly religious, so the audience would have been surprised at how Father Reilly is the only religious character. The other characters do not seem to incorporate religion in their personas, shocking the audience. However, the only other character to be religious would cause offence: the Widow Quin remarks to Christ God save you mister! which is highly ironic as her intentions for him are far from holy. Seeing such a scandalized, predatory character using the Lords name would have undoubtedly offended the audience. The power of the Catholic Church is a running theme throughout the play, as Synge would be aware that his audience would compare what they see onstage to the Chur chs teachings. Therefore Synge has satirised religion to expose the absurdity of the extreme religious views in Ireland; a lack of religion in the other characters further show the audience how independent rural Ireland is from middle-class conventions. The portrayal of life in the Irish countryside was undoubtedly one of the main sources of controversy in the play. The middle class audience would have had the conception of rural Ireland employing a quiet, idyllic life however Synges play disproves this, county Mayo being the antithesis to their expectations. Christy is welcomed with open arms, despite the town knowing he murdered his father. As Adrian Fraser notes, The Playboy could be read as exploring a converse proposition: a communal willingness to absorb (even glorify) those who break the ultimate taboo against patricide. Christys glorification would greatly concern the audience, inducing outrage. By satirising countryside life, Synge was providing a social commentary on life in the isolated rural coast. However, Christy is later disgraced in the play, when the characters realise they have been deceived. When Pegeen tells of how the Widow supposedly murdered her husband, where she hit himself with a worn pick, and the rusted poison did corrode his blood the way he never overed it, and died after. That was a sneaky kind of murder did win small glory with the boys itself the audience would be shocked that such sin runs free in the countryside. As Fraser again writes, The Playboy of the Western World is a social satire of rural life that is fantastic, grotesque, and profound. At the plays conclusion, when Christy leaves Pegeen for his adventures, the audience would find humour at the contrast between their futures: Christy is off to live a life of excitement, whilst Pegeen is doomed to a fate of marrying Shawn and a dull life in County Mayo. The difference in their fates reinforces the plays status as a tragicomedy. Synge uses the element of satire in his play to expose to the middle class Dublin audience what life was like for the people of the countryside; the plays controversy stemmed from people disliking what they saw. By satirising gender roles, religion and the idyllic conception of Irish countryside life, Synge was effectively able to annul the pastoral sentiments felt towards them, illustrating to the middle class how independent rural Ireland was to the pretentious Dubliners. As Heidi Holder says Synge makes it quite clear to his audiences that their beloved image of the Irish country folk was a mere construction a construction eminently open to challenge, and it was precisely this dismantling of the distinctions between fiction and reality that was the source of Synges conflict with his audience.

The Subtleties of Men and Women :: essays research papers

There are many things to be said about men and women. No one can pretend they know everything about the two. A vast majority of people want to study the relationship between men and their counterparts. One could say that it is made too complicated when it starts when it starts getting into the psychoanalytical studies. Men are put out there as more dominant leaders, and women and women start to feel like they have something to prove to society by proving they too can do just as well. Being that by nature human beings are subject to their own greed, thus women will go to great lengths to prove they can do as men do. The Civil Rights Act was extended towards women too. As a result of that it opened the door for women for women to participate in more things only men were allowed. Some men and women do not even get along. Perhaps to see and understand, certain differences should be looked at such as interest, hobbies, and habits. If the interests are looked at one would see they are clearly not the same. A typical male will have a favorite sports team in which he watches every game. There are many other interests like hunting, fishing, and just about any outdoor activity. A weekend well planned would consist of camping, fishing, and a nice fire at the end of the day. Generally, women would rather not watch football or basketball games. They would rather go to the mall and see what sales are going on. However there are some girls who would rather get dirty with the boys, as opposed to doing hair or having a sleepover. Men and women also have different hobbies. A man will get real involved with his car. He will want to modify the engine to make it faster. It is in a way competitive to do it on one’s own. Coming from man’s nature it is an exhilarating feeling to brag about what he has done with it. Also a man likes to brag about the deer he shot or the fish he caught. On the other side of the road man’s counterpart typically likes to plant flowers or do some sort of crafts. They would rather stay cleaner and engage in something that will not get them greasy. Maybe it is due to women having more patience or just that men do not see that as very masculine.

Comparing Apocalypse Now by Franice Coppola and Heart of Darkness by Joseph Conrad :: Literature Francis Coppola Joseph Conrad Essays

Comparing Apocalypse Now by Franice Coppola and Heart of Darkness by Joseph Conrad Francis Coppola’s Apocalypse Now was inspired by Joseph Conrad’s novel Heart of Darkness that informs the film throughout. A comparison and contrast can be made between the two. Both have the same themes but entirely different settings. Heart of Darkness takes place on the Congo River in the Heart of Africa while Apocalypse Now is set in Vietnam. The stock characters in both have the same general personalities but have different names. Of course, Kurtz is Kurtz, Willard parallels Marlow, and the American photojournalist corresponds to the Russian Harlequin. Willard is a lieutenant for the US Army and Marlow is a captain of a steamboat of an ivory company. The first images of Willard and Marlow differ to some degree. The movie begins with Willard lying in an apartment room lost from reality with the song ‘The End’ playing by The Doors. He is haunted by his earlier deeds and he is getting very drunk. Willard smashes the mirror while fighting himself and cuts his hand. He collapses on the bed weeping. Marlow is portrayed as a wanderer of the sea. The narrator described him to somewhat of a hero. Their mission is to find Kurtz and take him down at all costs. In both stories Kurtz is a psychotic rebel, worshipped as a god, who threatens the stability of his original unit, but in one it is an ivory trading company and in the other it is the US Army. Kurtz, who had begun his assignment a man of great idealism and the highest morals, had become strangely savage. Tribes of natives worship the man who lives in a hut surrounded by fence posts topped with recently acquired human skulls. Kurtz has undergone a total breakdown of the physical, psychological, and spiritual. Along the trip into the wilderness, Willard and Marlow discover their true selves through contact with savage natives. As Marlow ventures further up the Congo, he feels like he is traveling back through time. He sees the unsettled wilderness and can feel the darkness of its solitu de. The movie ends quite differently than the novel. The movie ends with a spectacular scene. During a native tribe’s ritual sacrifice ceremony of a water buffalo, The Doors’ The End playing on the background, Willard finally kills Kurtz with a machete. Willard exits to find the natives begin to worship him.

Ben Hogan :: essays research papers

Ben Hogan Ben Hogan had more dedication than any athlete today. Throughout his life Mr.Hogan overcame a very traumatic childhood, recovered from a nearly fatal head-on collision with a bus and built a golf equipment empire. Ben Hogan was born in a small town in Texas called Dublin. He was one of three children. When Ben was only six years old he witnessed his father commit suicide while playing in the same room. " At age nine my childhood was shot through the heart".(p.14) obviously Hogan was traumatize by the tragedy. Hogan's instinctive reaction was to become protective of his mother. After the suicide the family underwent serious financial problems. To do his part Ben began selling newspapers, until he heard that their was big money to be made at the local golf club for caddies. This was Hogan's ticket into golf, with golf being considered a "rich man's" game Hogan probably would never have started playing golf. Because of the poor wages the caddies recieved, most of the caddies made money by gambling on golf, this was where Hogan's dedication was shown even as a child. Hogan was much smaller than any of they other caddies so they usually beat him. But Hogan wouldn't accept it, instead he would show up for work a couple of hours early and practice his heart out, " Sometimes I practised until my hands bled."(p.11) Finally he began winning the bets, but also caddy and junior tournaments too. Secondly, on February 1, 1949 Hogan was on top of the world, having won the US OPEN, the MASTERS and appearing on the cover of Time life Magazine. Until he collided head on with a twenty thousand pound passenger bus. Hogan suffered a broken collarbone, broken left ankle, broken right leg, broken pelvis and a few broken ribs. In the weeks after the accident several other complications occurred like blood clots in his lungs, the doctors said he would probably never play competative golf again. However in the months of recovery that followed, Hogan practiced the things he could do with his injuries like practice his short game. For the next thirteen months Hogan practiced to the best of his ability, gradually improving. Thirteen months later he entered the L.A open and finished second this demonstration shocked the world, for it was only thirteen months earlier people thought they would never see Hogan play again. In 1953 Hogan decided to produce his own line of clubs. In 1954, after a year of struggling sales, Hogan bought out his partners due too "creative differences".Hogan took time off his regular playing schedule in order to over see operations of his plant and to, "see if

Ic to Nano

SAY IC TO NANO!!!!! A Paper On â€Å"Nano – Internal Combustion Engines† Paper Presented By, N. TONY V. KUMAR III B. TECH. IIIB. TECH. MECHANICAL ENGINEERING MECHANICAL ENGINEERING G. PULLAREDYENGG COLLEGE G. PULLAREDDYENGG COLLEGE [email  protected] com ph:9573071011 ph:9493205458 [pic] Introduction:What is nano technology? Its worth pointing out that the word nanotechnology has become very popular and is used to describe many types of research where the characteristic dimension are less than about thousand nano meter If we are to continue these trends we will have to develop a new manufacturing technology which will let us inexpensively build nano system with mole quantities that are molecular in both size and precision and are inter connected in complex patterns NANO TECHNOLOGY WILL DO THIS. What is heat engine?Heat engines work on the principle of converting chemical energy into mechanical work and evolve from external combustion engine to internal combustion engi ne. External combustion engine is the heat engine in which fuel combustion takes place external to cylinder. Due to this it is bulky and consumes lot of place. Second revolution of heat engines are ICE in which fuel combustion takes internally and consumes less place and became compact, cost effective. Of late third revolution is NANO Internal Combustion Engine. It is difficult to thread- in a needle.Imagine working with an instrument with one billionth of meter. Construction of â€Å"Nano† – A 0. 1cc Compression Ignition Engine: [pic] The Nano is a 0. 1cc (that's less than 0. 01 cuin) compression ignition engine – most frequently, if somewhat inaccurately, referred to as a â€Å"diesel†. It was designed by Richard Gordon and the plans were included as a supplement with the British Magazine Model Engineer in the early 1990's [pic] An idea of the size of the Nano is given by this picture. From backplate to drive washer is less than 1 inch.There are no exot ic materials required. The crankcase is hacked from a solid cube of aluminum 3/4†³ on a side. The piston and contra piston are cast iron. The crankshaft and liner are any old steel from the scrap box. [pic] Here is an exploded view of the engine. The odd looking thing in the foreground is a special Nano-Spanner required to tighten the back plate. It also fits the fuel nipple. The construction is extremely conventional – only the scale is unusual. [pic] Like all model IC projects, there are a few special jigs and tools required to construct the Nano.All are fully detailed in the plan, which includes step by step instructions with photos. The cutter is made from water hardening drill rod (called â€Å"silver steel† in the UK because of its appearance – it contains no silver). the teeth are formed of Dermal-type cut-off wheel. [pic] The cutter is used to form the exhaust ports in the cylinder. There are three of these, spaced at 120 degrees with sufficient spa ce between them for the angled transfer ports to slightly overlap the timing. The crown of the piston is conical to assist transfer.The contra piston has a matching concave conical depression. [pic] As mentioned previously, the crankcase is formed from a cube of aluminum. The venturi is machined separately and secured with Lok-Tite before the final reaming of the crankshaft journal. Notice the three transfer passages in the photo. These terminate in a transfer belt below the cylinder seat that matches with the cylinder transfer ports. If you look very closely, you'll also see the stuff-up that turned away part of the venturi opening. Always happens on the last operation! n [pic] There's nothing special in the crankshaft components. Another jig (not shown) is made to hold the shaft in the 3-jaw chuck, offset by half the throw for forming the crank pin. Even at these sizes, final lapping to size is no different from larger engines in terms of the amount of metal that must be LEFT for removal. Only the microscopic size makes things difficult. The prop driver knurls were formed with a thread form tool, set on edge and used as a shaper. The prop nut is anodized in the usual way. [pic]Again, apart from their size, there's nothing special about the needle valve components the needle itself was made from steel and â€Å"blued† it by a quick heat in a gas flame followed by water quenching. No big deal, but the amazing thing is the attention it draws with people who examine the engine. This costs just US$10(Rs. 440/-) only. When it was fired, it run briefly, oscillating back and forth about TDC like over compressed diesels with small mass fly wheels are won’t to do. Running! .but spring starters are the only way to start ultra small diesels – hand propping just won't work.Also, the fuel for mini diesels needs a lot of ether – as high as 50% by volume. With high ether fuel and a spring starter, the little Nano will burst into life. Richard Gor don claims it will turn 40,000 rpm – yes, that's no typo, forty thousand revolutions per minute. American engine builder Ron Colona used to demo his at model engineering shows and turning at better than 20,000 rpm. | | | |The Components Used: | | | | | |[pic]Crankcase | | | | | |[pic]Backplate | | | | | |[pic]Cylinder and Head | | | | | |[pic]Venturi and Needle Valve Assembly | | | | | |[pic]Conrods and Crankshafts | | | | | |[pic]Piston and Contra-Piston | | | | | |[pic]Final Assembly and Test Report | | | | Crankcase and Cylinder rough-out: The crankcase starts off as a chunk of aluminum bar of about 1-1/2†³ diameter, sawn to length, plus a little bit. The first step is to finish turn the front section with a 1/4†³ radius where the journal blends into the body. The photo shows the roughing out process. Note that the tool is raked back sharply while â€Å"hoggin' great cuts† are made so that if it digs in, the cut will be forced shallower, not deeper as it w ould be if the tool were set raked forward like a regular knife tool.Next we need to remove all the excess aluminum that does not look like a crankcase. This can easily be done with a band saw, or less easily done with a hacksaw! In either case, marking out is simplified by preparing a full size profile on paper, centered in a circle the same size as the bar stock. Mine was done from the CAD drawings, but pencil and compass could achieve the same result with about the same effort. The paper template has a hole cut roughly in the middle to accommodate the journal and the blended radius where it meets the front face. It is attached to the face with a standard glue stick. If you're careful, this will last long enough to complete the butchery. Saw to within about 1/32†³ (1mm) of the outline.Take care because heat buildup will melt the glue. The next photo shows the four basic stages in crankcase manufacture: [pic]Bar stock blank [pic]Journal turned and sawing template glued in plac e [pic]Crankcase rough sawn to within 1mm of the template outline [pic]The finished crankcase [pic] Backplate: The back plate is simple turning with only some aspects of work holding posing any problems. In this first shot, the back plate profile has been turned on a piece of bar stock with the interior face oriented towards the tailstock. This means we will be screw cutting towards the shoulder formed by the back plate rim, so a thin (0. 20†³) run out groove is first cut at the thread/rim junction to the depth of the thread form. This also assures the back plate will form a tight seal against the rear of the crankcase. The thread cutting tool is a piece of 1/4†³ diameter HSS steel, ground to a 60 degree point with seven degrees of side rake, mounted in a tracting tool holder. This magnificent gadget takes a while to make but is absolutely invaluable to thread cutting. The little ball lever actuates a spring loaded, over center cam – just requiring a flick to retrac t the tool bit by about 3/16†³. This allows the saddle to be repositioned for the next cutting pass without having to twiddle dials and remember settings.The cylinder blank has now been replaced in the 3 jaw chuck with the top of flange against the jaws and some thin aluminum shim (beer can material) around the outside to protect the finish and thread. The bore will be drilled so as to leave 8 to 10 thou to be removed by the reamer. It is pilot drilled first. I'm told its good practice to select a pilot size no grater than half the next drilling size to prevent the next size wandering. Here we see the reamer being floated into the bore using the tailstock (larger hand reamers will have a dimple in the end which assists this operation. For this operation, the headstock is turned by hand. Keep up plenty of suds and never rotate the chuck backwards. The reamer is prevented from rotating by resting the tap handle on the compound slide.A piece of shim material protects the slide fro m damage by the handle. The transfer ports of the weaver are unusual. They comprise 5 vertical channels, spaced equidistantly around the forward 180 degrees of the cylinder. They terminate in a â€Å"transfer belt† below the exhaust ports. This arrangement avoids the induction port at the cylinder rear. These ports cannot be cut before reaming (or boring) as their presence would make it impossible to cut the bore accurately. This flash-failure shot shows how they are drilled. A short aluminum (or brass) plug is turned to be an interference fit up the bore. The holes are then drilled at the intersection of the cylinder and plug.The cylinder wall will be quite thin adjacent the transfer passages, but by using a slightly softer material for the plug, the drill will incline towards the softer material, preventing any danger or a ruined part. Venturi and Needle Valve Assembly: In the previous section, the cylinder had progressed to a nearly finished state, still requiring internal lapping. Lapping should always be the last operation on a cylinder of this type. This means the boss for attaching the side port venturi must be fitted before lapping can be done. In this session, the boss is made and the associated parts for the venturi and needle valve. The boss will be soft soldered to the cylinder (diesels don't get hot enough to melt soft solder). â€Å". older does not make the joint, it only keeps the air out† and schooled me to make a good fit of parts to be soldered. The boss will butt to the cylinder, which has an outside diameter of 0. 500†³. So, a good fit can be achieved by profiling the boss with a 1/2†³ end mill. In this photo, we see the boss blank (enough for four) which has been finished outside, drilled ready for tapping and transferred still in the 3 jaw chuck to the mill for end profiling. Applications: Nano IC engine has various applications ranging from race cars to space crafts. ? In race cars this IC Nano Engine was used. T he engine was fully fabricated, that is, no castings were employed. | | | | | | | | | | | | | |[pic] | |It can be controlled in aero planes/satellites/space ships etc. , the timing of in let and exhaust valves. | |According to NASA reports they are experimenting about the use of nano engine in nano & pico satellites. | |In case of a mine tragedy where harmful gases are emitted ,these nano IC engines can be employed as powerful blowers to blow out these gases is a | |less time saving the lives of trapped miners .We require at least 5-6 blowers to blow these gases where as two nano IC engines could do the tick in| |less time. | |Agriculture pumps sets. | |Every field of industry. | |Prospects: | |The problem | |Every day people are spending more and more money because of rising gas prices. People all over the world are trying to find a solution—even | |visiting websites to locate the nearest and cheapest gas, all the while losing time and mileage just to reach [these] refueling stations. Many have| |been giving up favorite hobbies and changing life plans because of the need to reallocate their funds for gas.For those of us who must drive to | |work or school, it seems we have little choice but to continue paying more. Now, there is a way to fight back against these constant increases in | |gas prices—and to fight pollution and protect the environment in the process. | | | |The solution | |Use the most advanced technology available to improve fuel economy, prolong the engine life, reduce harmful emissions and protect the environment. | |The number one product for fuel economy, power and pollution control is now available. |Introducing our two unique nanotechnology products: | |F2-21 NanoLube Engine Oil Treatment, and | |F2-21 NanoRon Gas & Diesel Fuel Enhancer. | |With nanotechnology, fuel transforms at the nano-level to achieve a more complete combustion, resulting in increased fuel economy, more driving | |power, and fewer pollutive emissions. | | Use either product or both to get multiple benefits: | |  Ã‚  Ã‚   –   Adds great power to your engine. NanoLube eases heavy driving loads and increases   | |  Ã‚  Ã‚  Ã‚  Ã‚      Driving  pleasure with a faster, smoother, and quieter ride. |  Ã‚  Ã‚   –   Boosts miles per gallon (analogous to buying Premium Gas or boosting your octane number), | |  Ã‚  Ã‚  Ã‚      While saving you money and conserving energy. | |  Ã‚  Ã‚   –   Prolongs engine life by cleaning your combustion chamber and piston ring deposits, | |  Ã‚  Ã‚  Ã‚      Extending engine life and cutting equipment downtime. | |  Ã‚  Ã‚   –   Protects the environment by reducing harmful emissions and fighting global warming. | | | | | |[pic] | | | Summing upWith the application of Nano in every sphere of life the ‘big’ may not find its place in engineering dictionary in future. If we are to continue these trends we will have to develop a new manufacturi ng technology, which will let us inexpensively build nano system with mole quantities that are molecular in both size and precision and are, inter connected in complex patterns NANO TECHNOLOGY WILL DO THIS. NANO technology with all its challenges and opportunities is an avoidable part of our future. It can be rightly said that nano technology slowly and steadily assuring in the next Industrial Revolution. Bibliography †¢ www. Bbc. co. uk †¢ [email  protected] com †¢ www. google. co. in

History of communications Essay

In the essay ‘History of communications’, author has tried to make us travel the whole distance right from the beginning when there was no source of communication to today’s world where we have telephone, internet etc. The artist wants us to understand how important means of communication is for us and how difficult it was to invent and implement them. Today’s age can be called as ‘Informative age’ where we can communicate in seconds through latest technology and to any part of the world. The uthor wants us to think about how the life could have been when no such facility was available for our ancestors. Also take pain to think about how they got here and who all were involved in making as well as implementing them to reach the place they are today. The innovative means of communication was different in different countries like Phoenician alphabet in China, use of pigeons in Ancient Greece and many more. Here the author wants to concentrate on the infrastructure for communication that was based on lectronic technologies in 19th and 20th century United States. Importance is given to the people who invented these technologies and developed them further for easy use. There is a relationship between social and technological aspects of society that binds people together. Many other developments like social, political, economic and cultural depend upon the development in communication system. One cannot think of development in any field unless one is able to communicate with other. Society is developed only when communication is perfect and people are able to help each other, as effort of one person cannot make any difference. According to my view the author here has concentrated much on inventions and their developments along with problems faced during implementations. The main central point of making people think about the facts is lacking behind and is dealt in the end of the essay.

Personal Leadership Development Plan Essay

An effective leader must have a plan for success. This includes a personal plan of growth as well as a professional plan for improvement. This paper will attempt to highlight my personal strengths and weaknesses as leader, identify the areas needed for improvement, and identify the leadership skills and practices that I will use to become an effective leader. This paper will also give an outline of the goals that I consider a priority and a timeline for this development. The overall result will be an inclusive leadership plan of development that I will use to grow myself as well as any organization that I work for in the future. The assessments in the text allowed clear insight into areas pertaining to my leadership skills. Each assessment challenged me to look within and theorize how I currently handle or would handle different situations. Each scenario highlights real world applications that exhibit the type of leader that I desire to be. This is mostly done by exposing my areas of strengths and weaknesses in my leadership abilities. Strengths An effective leader should be able to draw on his or her strengths to better lead their subordinates. I am able to identify many areas where my strengths are. For instance, I am highly organized. Organization is a key aspect of being an effective leader. I have always found it easier to manage my day when I have a to-do-list that I follow. This allows me to clearly the see the tasks that need to be completed for the day. Following the list gives order to an otherwise chaotic situation. My subordinates will be able to look to me to provide clear instructions on the day’s tasks that need to be done. This can include giving meeting agendas, personal goals and follow up emails. This type of organization will keep goals and tasks in line. I will apply this same type of structure in the organization that I am leading. Employees will respond better when working with a leader that provides clear instructions. This can range from providing meeting itineraries to giving follow up emails that ties together all the information presented. Having tangible and well organized material can help others to work towards the  same goals. I will work with my subordinates to formulate and achieve their personal goals. Other strengths that I exhibit include being structured, responsible, articulate, task-oriented, determined, confident, effective planner, visionary, and possessing the ability to manage resources effectively. Being structured allows me to set parameters that we can all work within to achieve the overall company goals. Structure builds bonds and a sense of cohesiveness in the workplace. This type of unity will be necessary for the success of the organization. We can all work towards common goals if clear goals are outlined for everyone. The other strengths will all work together as well. Combining these skills will allow me to have followers that are knowledgeable and eager to embark on the journey to achieving the company’s goals. This will involve utilize my resource management skills effectively as well. This simply involves fully using the resources I have in a healthy way. Each one has something different to contribute and I should embrace and encourage these differences so that each one will feel that they are valuable. These positive attributes will enhance the work relationship that I have with my subordinates because they will see that they are following someone who is knowledgeable and capable of leading. It is my hope that these same qualities I posses will be mirrored in those that I lead in order to secure the success of the organization that we represent. Weaknesses Through reading the text and completing the assessments I was able to find my weaknesses as well. Knowing and acknowledging my weaknesses can only serve to make me better in my position. I am able to see the areas where work is needed so that I can lead effectively. Some of the areas where improvement is needed include expanding administrative skills, working on interpersonal skills, and improving self-confidence. Because I tend to lean heavily on tasks and less on relationships I may find it difficult to enlist the trust of my subordinates. I have issues with relating to them on a level beyond a work relationship. It has been difficult in the past to keep those lines clear and maintain that position of authority without sacrificing getting to know them as an individual. This is an area that I will work to improve on. The text highlights a personal style of relationship-oriented. This refers to connecting with people rather than seeking out tasks (Northouse 2012). Lack of self-confidence can be a result of not be as knowledgeable in certain areas. The feelings that others have more training or education that I have leads to feelings of anxiety which translates in displaying a level of lower esteem for myself. This preconceived notion that others are superior and I am sometimes inferior can be the reasoning behind my interpersonal skills as well. Areas for Improvement Any good leader should be able to outline areas where improvement is needed. This will allow me to work to better myself so that I can be effective in leading. I have been able to identify several areas where improvement is needed in order for me to be a successful and effective leader. These areas for improvement include: communication skills, interpersonal skills, confidence, focusing on relationships and not just tasks, and improving technical competence. Communication skills are necessary to get important information across to my subordinates. Often times the main source of office conflict is miscommunication. As a leader I should be able to clearly articulate important information that I need to get across to my subordinates. This can be in the form of writing or verbally. Regardless of the method of communication it should be clear and well thought out in an attempt to keep down confusion and to ensure that all team members are on the same page. Interpersonal skills are people skills (pg89). This simply refers to the way that I interact with others. I must step outside of my comfort zone in order to strengthen these skills. A sincere approach must be made to highlight the person more and the task less. Each member of the team should be made to feel as if they are important. This comes with being in touch with my own feelings so that I am able to relate to the way that others are feeling as well. The text refers to this insight as social perceptiveness. Social perceptiveness is being aware of what is important to others, how they are motivated, the problems they face, and how they react to change (pg 89). Technical competence involves having specialized knowledge about the work we do and ask others to do (pg88). This is vital to being an effective leader. I must know and understand everything about the organization before I envision change and set goals for followers. Being flexible and varied in my knowledge will aide me in improving in this area. Goals for Improvement Now that my strengths, weaknesses, and areas of improvements have been outlined I can set goals for myself to expand on my strengths and work on my weaknesses. In the same manner that I will set goals for my followers I must set goals for myself as well. I have elected to focus on five main goals that I can work towards to develop my leadership skills. These goals include: improving communication skills, improving interpersonal skills, improving confidence, improving technical competence, and focusing on relationships more and tasks less. These goals are based on the areas of weakness that were exposed. Improving my communication skills will require me to first analyze how critical communication is to the success of my organization. There are several forms of communication. I will find myself utilizing a combination of communication avenues. One essential one of primary use will be verbal. My goal is to ensure that I am always well armed with knowledge so that I can always provide cl ear, concise, and correct information when questioned. I will work hard to articulate clearly what my expectations are so that goals can be easily met by others. Achieving this goal will involve assessing possible communication barriers. These barriers can include non-verbal communicators and misinformation. I can remedy the uprising of these potential communication pit falls by carefully wording written text such as emails, memos, and letters. Spell checks are essential to this as well. I can have someone listen to my speeches and also proofread my works before I issue them out to the team. A lack of communication skills can greatly hinder any progress that my team may make. I will also work on giving receptive non-verbal ques. I must be aware of my tone when speaking to others to ensure they are receptive my instructions. To improve my interpersonal skills I will establish an open door policy so my followers will feel comfortable talking with me about matters that concern them. I must show that I care about them beyond the physical lab or they provide to the company. This goal coincides with the other area for improvement which is focusing on relationships and less on tasks. I must step outside of my comfort zone and find the necessary balance to ensure my followers feel valued. This can be done by simply engaging in non-work related conversations. I can also make small gestures such as recognizing their  birthdays. These small steps will work towards improving the relationships that I have with followers. Improving confidence will be a challenging one. My goal is to improve in this area is a direct result of my goal to improve in my area of technical competence. My lack of confidence generally stems from not being as knowledgeable as I should be in all areas of my organization. There are feelings of apprehension which influences the manner in which I interact and convey information to others. I will work hard to study all areas of the organization. I will take special care to know the inner workings of the company. When I am unsure I will ask for assistance. I can challenge myself to take additional courses that will provide much needed training to assist me in expanding on my knowledge in all areas of the organization. An increase in information can also be generated from manuals or attending seminars and meetings. I can take what I have learned and apply it to my job. When I am approached with a question from my followers I can confidently give an answer and feel assured that it is the correct information. To prepare for meetings where a speech is necessary I can boost my confidence by having notes or PowerPoint slides to display my information. Being prepared in this way can help to alleviate any anxiety I might feel while giving my presentation. This change and growth to be a better manger will be ever-present. According to Marken, â€Å"If you want to build loyalty to you and your organization, your products and your goals, you have to constantly refine your leadership talents† (1999).This shows that this process will continue throughout my entire leadership career. I can take steps and set goals, but I must be willing to put in the work to be a better communicator and leader. This will keep my organization successful and will allow me to promote the skills of my followers. Timeline for Development My time line for this level of development is one year. I currently have the advantage of working under an amazing leader whom I know will nurture my plan for success. I will begin by taking each goal and setting individual time frames for them. Although most of my goals are intertwined I will want to take special care to follow an individualized plan for each. I would like to begin with what I view as the most difficult weakness to overcome. This weakness would be in the area of relationships. I would like to start  formulating deeper relationships within the first few months of my leadership. The communication goal will be followed almost immediately. I view the others as being ongoing. I know that the skills will not make a complete change overnight, but I am willing to put in the required work to improve in each area. These improvements should be met before I am charged with the task of leading. I want to be well versed and properly trained in all areas before taking on that re sponsibility. I know that much will be learned in a hand on environment but I am striving to work through each issue before I am placed in charge of a team. Most Effective Leadership Skills and Practices There are several leadership skills that can be instituted in my day to day life to ensure that I am an effective leader. There were a few that appealed to me the most because I feel that they are very important skills for any leader to have. These skills are as follows: managing people, managing resources, problem-solving skills, and planning. Each skill can be implemented to ensure that I am properly leading my team to achieving its goals for the organization. Managing people requires patience and hard work. Each team member is unique. They each bring unique skills and varied personalities to the organization. By knowing and understanding this I am able to put each member in a position where they can work to their fullest potential. This provides self satisfaction and success for the company. I can work with each member to formulate an attainable goal that proves profitable for all involved in the process. Managing resources is a valuable skill as well. The company looks to me to not be wasteful. I must be mindful of the resources that are available to me and utilize them a way that is productive to meeting the goals that I have envisioned for the group. This will come from properly monitoring supplies and work output. This can come in the form of finding other resources to get tasks completed within a particular time frame. According to the text, resources can include people, money, supplies, equipment, space, or anything else deemed necessary for the organization to function properly (Northouse 2012.) Being wasteful is counterproductive to achieving the organization’s goals. Effective planning is an important skill that can be instrumental in being an effective leader. Having a clear plan can enable me to manage my followers and resources more  effectively. Planning will be a starting point for each task that I tackle. I can begin by knowing what it is that I want to achieve. This is also referred to as visioning. Visioning is a metal model of an ideal future state (pg 109). Creating this vision will allow me to formulate a plan for everyone involved. Each team member can play an active role in planning the goals for the company. Written goals can be made and displayed as a daily reminder to each team member. I will work to ensure that the goals are unified. This can be deep hindrance to the growth of any organization. â€Å" For an organization to be successful, every individual in the organization must think in terms of what each group values and how the impact of the decisions they are about to make, or actions they are about to take will have on various groups and this impacts maximizing organizational value over time† (Morris, 2000). Effective planning and communication can alleviate this disorder. The best leadership practice to implement would be one that combines the leadership styles of authoritarian and democratic. The approach that I take will be dependent upon the readiness level of my followers. Each team member may need different directions if any. I must assess their levels and manage them accordingly. This is the only way to ensure that the goals set for each member can be attained. I will also monitor work performance and provide feedback in areas of strengths and weaknesses. An effective leader will be able to realize that everyone is different and therefore my leadership style must be flexible. This paper has presented a detailed leadership development plan. I have outlined my areas where improvement where needed as well has highlighted my strengths and weaknesses. In doing this I was able to identify goals and a timeline for achievement. It is my hope that by completing this assessment and formulating a plan that I am able to fully institute it and become an effective leader that any organization or company would be happy to employ because the team will be well led. References: G, A. M. (1999). Improving your leadership skills. Public Relations Quarterly, 44(1), 40-41. Retrieved from http://search.proquest.com/docview/222394569?accountid=32521 Morris, J. L. (2000). Values-based leadership skills, values, and concepts. Capella University). ProQuest Dissertations and Theses, , 300-300 p. Retrieved from http://search.proquest.com/docview/304676298?accountid=32521. (304676298). Northouse, P. G. (2012). Introduction to leadership, concepts and practice. (2 ed.). Thouseand Oaks, CA: Sage Publications, Inc, ISBN: 9781412989527