Dbq the Renaissance

The Renaissance was primarily thought of as being a period in which the revival of learning flourished, and the arts changed for the better and ideas became more focused life on earth. It was a time when new ideas of individualism, the thought of secularism and the interest in human ideas jumpstarted a new and freer lifestyle for everyone. The new ideas formed in the renaissance made enough impact on the world them and ever since that it deserves to be called its own era. The medieval times was filled with ideas based just around the church.As the Renaissance began, the arts developed into a freer and move creative society based on more Greek and Roman ideas. â€Å"Finding the feudal and ecclesiastical literature and Gothic art of the Middle Ages uncongenial to their taste, they turned for inspiration to the civilization of Roman and Greek antiquity. † (Document 1) This shows how the mind of the Renaissance where done with all the ideas that dominated the world throughout the Middle Ages. The Renaissance artists wanted art that showed human beauty where as in the Middle ages art was very gothic and based in religion.Renaissance art is more lifelike than in the art of the Middle Ages, which was very blocky. They went to the Greek and Romans for all kinds of inspiration for example art. Based on the information given in Introduction to Classical, medieval and Renaissance Art the styles of the classic period and Renaissance and Classical Periods share many similar Characteristics but almost nothing in common with the Medieval period. In the Middles Ages arts main purpose was to teach those about religion who could not read or write. As the Renaissance started the ideas moved to show the importance of people and nature.This is a clear shift that helped define the difference between the two period and it will help support many of the other reasons as well. Along with the arts learning increase exponential. One of best ways to show an increase in learning is t he amount of colleges in a country. Based on the facts given in document 8 it is clear to see the large increase of schools in the height of the Renaissance. In the mid to late 15th century when the world was in the height of the Renaissance 31 new University’s were founded compared to 10 in the 12-13 century in all of Europe besides Italy who entered the Renaissance early.This is clear fact proving that Europe was in a shift to a society not only based on the Church but in schools and learning. Leonardo da Vinci helped illustrate some of the ideas that where new and completely unheard of before the Renaissance. In Document 6 he showed the study of human anatomy. This is new because in the Middle ages the study of human beings and things on our planet where very limited. Majority of learning was done in the Church with relation only to the Church. In 1596 Johannes Kepler the author the Document 7 made observations on orbits and geometrical considerations.Using science to prov e ideas is new to the world and would be frowned upon by the church in medieval times. Art and Learning are two major agreements for the fact that the Renaissance was its own period and helped shape the world, as we know it. There was one point that applied to both art and learning that completely set the Renaissance apart from the medieval times. Which was the study of secularism. â€Å"it is in the true order that mortal men should first care for mortal things† W. H, Draper (document 4) What he is saying played apart in all major parts that have been mentioned.For example art the Renaissance was known for its painting and sculpture with interest in nature and real people going real tasks. This is very different from the medieval times where it was based on the church and what they wanted to show. Also in the learning of the period ideas of Human Anatomy started to emerge as well as geometry and orbits (documents 6/7). With the Renaissance coming back to the â€Å"real worl d’ it marked a change in history. All aspects of life have changed thanks to the ideas that started in this time period.As well as some of the greatest artist and philosophers to ever live. The ideas that came out in the Renaissance where Cleary enough to call its own period in time. The revival of learning flourished, the arts and ideas became more focused life on earth. Though exact start and end dates are not clear everyone should be able to comprehend the importance of this Renaissance and say that it the information provided is enough to prove that The Renaissance period has a place in history which is completely different then the Medieval times.

Level 3 Stl Unit 302

Luke Winters Unit 302: Schools as Organisations. Explain the main points of entitlement and provisions for early year’s education? There are different types of childcare options available for early years, these include: Sure Start Children’s Centre: Working with parents right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and employment advice. Nursery schools:    Provide early learning and childcare for children between three and five years old.They are often based at Sure Start Children’s Centres or linked to a primary school. Preschools and playgroups: Usually run by voluntary groups providing part-time play and early learning for under-fives. Three and four year olds can get their 15 hours of weekly free early year’s education at these providers. Day Nurseries: Often based in workplaces and rum by businesses or voluntary group s providing care and learning activities for children from birth to five years old. Child minders: Look after children under 12 in the child minder’s own home. Associated essay: Post 16 Options for Young People and AdultsThey can look after up to six children under eight years old, although no more than three of them must be aged under five. Nannies and home-based carers: Provide care for children in your home and can look after children of any age. Since 2004 all children in the UK aged three and four years old have been entitled to free places at nursery or another preschool setting (including child minders). From 1st September 2010 the Government extended these hours from 12. 5 to 15 hours for up to 38 weeks of the year.The free entitlement provides universal access to early childhood education and care, ensuring that all children have the opportunity to benefit from early years education. The extended hours also supports parents who wish to go back to work or develop their careers through further education by providing affordable daycares. Explain the different types of schools in relation to educational stages and school governance? Th ere are many different types of schools in the education sector; state schools as well as independent schools.Community schools; is a category of state funded school which is ran solely by the Local Education Authority (LEA), staff are employed by the Local Authority and the land and buildings of the school is also owned by the Local Authority although the schools governing body is responsible for the running of the school. The LEA also decides which ‘admissions criteria’ to use if the school has more applicants than places. These criteria could be some of the following; †¢ If you live in the area of the school. If the child has any siblings at the school. †¢ If the child has a disability which makes traveling to a remote school difficult. The local Authority also provides support services, for example, psychological and special educational needs services. Pupils who attend a community school must follow the national curriculum. Community schools also help to develop strong links with the community by offering the use of their facilities and providing services i. e. childcare and adult learning programs.Voluntary schools; there are 2 types of voluntary schools: †¢ Controlled. †¢ Aided. Voluntary controlled schools can be also known as religious or faith schools. In a voluntary controlled school the land and buildings are owned by a charity which is more often than not a religious organization such as a church. The local education authority employs the staff and also provides support services for the school. The charity appoints some of the members of the governing body although the local education authority is responsible for running the school.Voluntary aided schools; as with a voluntary school the land and buildings are usually owned by a charity such as a church but the governing body is responsible for running the school and also contribute to building and maintenance costs. Voluntary aided schools are partly funded by the local education authority, partly by the charity and by the governing body who will also employ its own staff. Pupils who attend a voluntary aided school have to follow the national curriculum and support services are provided by the local education authority if needed.Trust schools; are state funded foundation schools which receive extra support from a charitable trust that is made up of partners e. g. business or educational charities who work together for the benefit of the school. Any maintained school that is a primary, secondary or special school can become a trust school and will remain local authority maintained. Having a trust status will enable schools to raise standards through strengthening new and existing long term partnerships between schools and external partners, as well as broaden opportunities for pupils and support a child’s all round development.Specialist schools; Children who have a statement of special educational needs (SEN) can and usually are educat ed in mainstream schools if the school has provisions that are suitable for that child, however children with SEN can also be educated in specialist schools. Special schools usually take children with particular types of special needs. The majority of a schools funding is provided by the department for education and skills (DFES) through the local education authority, however not all schools for pupils with SEN are maintained by the local authority and are funded by fees that are paid by the parents or charitable trust funds.Independent/private schools; these schools are not maintained by the local authority and are independent in their finances and governance. Independent schools are funded by a combination of tuition fees that are paid by parents and income from investments. Only half of independent schools are of ‘charitable status’; all donations that are made to public schools that are supported by local government allows them to claim charitable deductions. Indepe ndent schools do not have to follow the national curriculum and the admissions policy is determined and administered by the head teacher along with the governing body.All independent schools have to register with the DFE (department for education) under the Education Act 2002 and applications of new schools must be made before a school begins to function and admit pupils. Regulations made by the Education Act 2002 sets out standards that all independent schools in England must satisfy as a condition of registration. Free schools; free schools are an all ability, nonprofit making, state funded school that are set up in response to what local people say they want and need in order to improve education for children in their area.Free schools can be set up by a varied range of proposes i. e. universities, businesses, educational groups and parents who would like to make a difference to a child’s education. These schools are being set up in response to a demand in local areas wher e there are not enough places in mainstream schools. Free schools have to meet rigorous standards and are subject to the same Ofsted inspections as all state schools. Explain what further training is available for post 16 adults and young people? The choices Post 16 are: †¢ Continuing to study at a Sixth Form Continuing to study at a College of Further Education †¢ Applying for an Apprenticeship – or a similar work based learning programme †¢ Entering the labour market – although some form of continued training should be attached to the offer of employment By 2013 everyone will have to be in some form of recognized education and training up to the age of 17. This rises to 18 by 2015. Further Education (FE) An extra year at an FE College is an option if you want to boost your grades, gain more skills or improve existing ones.You'll need to check with individual colleges to see if there would be a charge for this additional education. Continuing at school sixth form is also an option depending on who offers the course you are interested in. Apprenticeships At 18 you can still go into work-based learning. This option usually involves taking recognized courses such as apprenticeships. With an advanced apprenticeship it's likely that you would work towards an NVQ level 3 qualification. You would spend most of your time at work and some time at either a college or a training centre.It's possible to take apprenticeships in a wide variety of job areas. Higher Education (HE) If you're thinking about  higher education you'll probably be looking to go to either an HE college or a university. There are a range of  HE qualifications in 100's of different subjects and subject combinations. Higher education  could be for you if you need a degree for the career you want to enter or if you want to study a subject or set of subjects in more depth. It could also be a route to consider if you're unsure about your future career and want to keep y our options open.Work Jobs for 18 year olds vary depending on where you live and the type and level of work you're looking for. The wider and more flexible your search the more likely you are to find something suitable. Some firms advertise management or other traineeships for holders of A Levels (or equivalent) but there's often a lot of competition for these vacancies. Gap Year Many young people choose to take a ‘gap year' between finishing sixth form or college and starting higher education. There’s a range of things that you could do such as traveling, volunteering or paid employment.You could consider it as an option if you want to travel before entering higher education or need a bit of time before you decide what to do next. It could also be an option if you need to earn some money or get some work experience before you enter HE. If you plan on taking a gap year before entering HE you will need to decide whether or not to apply for an HE course this year and defe r entry until next year. There are lots of different types of qualifications. Some of the main qualifications include: AS and A Levels Usually studied over 2 years.Most people will study for their AS levels in the first year, and then continue them at A2 level in the second year. Diplomas A new qualification that combines classroom and practical learning. Available at three levels – Foundation, Higher and Advanced, (equivalent to GCSEs or A levels depending on the level †¦) and usually studied over 2 years. NVQs There are 5 levels of NVQ and people normally choose to study them to compliment a paid or voluntary job. For example, someone working in an admin office role may take an NVQ in Business and Administration.Apprenticeships Apprenticeships give you training and experience in a ‘hands-on’ role, whilst helping you work towards a qualification (such as BTEC or NVQ) at the same time. BTECs Six levels of BTEC are available, which are equivalent to GSCE (Lev els 1 & 2), A-level (Level 3) and university degree (Levels 4-6). Key Skills Key skills are designed to get you ready for the working world. You’ll gain these skills as you study for qualifications or vocations. They are split into 6 categories over 5 levels. Explain the responsibilities of the following? School GovernorsThe school governors have a range of duties and a general responsibility for the conduct of the school to promote high standards of educational achievement including: ensuring the curriculum is balanced and broadly based; setting targets for pupils achievement; managing the school’s finances; appointing staff and reviewing staff performance and pay. Senior Management Team The senior management team of a school will respect the position of the headteacher who bears the ultimate responsibility for success or failure in pursuit of both the school's aims and the requirements of government departments.The head is the ultimate ‘leader' but the activity of leadership is one that can be shared among the senior management team and beyond in the case of curriculum area responsibilities. The team must be prepared to line up in support of the head teacher’s initiatives, helping to turn them into practical action and sharing his vision. They must also be confident in putting forward their own ideas and points of view in a constructive and cooperative way. It is important that the staff and governors of a school work together co-operatively.To steer this wider team is easier if all members want to work in the same direction. The senior management must therefore be able to communicate effectively, initiating and motivating discussion within the wider team in order to share the initial vision and build upon it. The management must be able to enlist the support and capture the imagination of all those people, diverse in both background and personality, who must work together to evolve and develop the curriculum that we deliver to our children. Leadership is required in all areas of school life.The development of the curriculum and the education we provide is underpinned by the management of staff and their professional development, the buildings and grounds that provide the environment for learning, the careful handling of budgets, resources for learning and the management of an ethos that leads to a constructive approach to school life by children and adults alike. Teachers The responsibilities and duties of a teacher are many and varied. Teachers act as facilitators for incorporating and encouraging intellectual and social development in the formative years of a student's life.The emphasis that education helps uplift someone socially, intellectually, emotionally, and personally is what a teacher fosters in children all through preschool, high school and college. A preschool teacher plays a pivotal role in a child's development, and although, the role of a preschool, high school and a college teacher may diffe r to meet specific age and subject criteria, it cannot be argued that the duties and responsibilities of a teacher will always remain the same. The class or subject teacher is responsible for the preparation and maintenance of an appropriate learning environment within their own class and/or subject area.Working as part of a team the teacher decides how best to use the resources allocated to the class which includes teaching assistants as well as the necessary equipment and materials for learning activities. Support Staff Adults who work in classrooms alongside teachers have various job titles including: learning support assistant; classroom assistant; special needs assistant and non-teaching assistant. ‘’Teaching assistant’’ is now the preferred term for adults (in paid employment) whose main role is to assist the teacher in a primary, secondary or special schoolA teaching assistant’s role will depend on the school and experience/qualifications. Th ere may be different requirements between teaching assistants even within the same school. A teaching assistant may have a general role working with different classes in a year group/key stage or specific responsibilities for a pupil, subject area or age group. Within a schools support system there are also other supporting roles these can include: Administrative Assistant – An administrative assistant is one of the most important positions in the entire school.A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A good administrative assistant screens for the school administrator and makes their job as a whole a lot easier. Encumbrance Clerk – The encumbrance clerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities.The encumbrance clerk has to be able to account for every cent a school has spent and received. An encumbrance clerk must be organized and must stay current with all laws dealing with school finance. School Nutritionist– A school nutritionist is responsible for creating a menu that meets state nutrition standards for all meals served at school. They are also responsible for ordering the food that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program.A school nutritionist is also responsible for keeping track of who is eating and for which students qualifies for free/reduced lunches. Teacher‘s Aide – A teacher’s aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional â⠂¬â€œ A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole.A paraprofessional works in support of the teacher and does not provide direct instruction themselves. Nurse – A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent records on when they see students, what they saw, and how they treated it. A school nurse may also teach students about health and health related issues. Cook – A cook is responsible for the preparation and serving of food to the entire school.A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian – A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties includ e vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. Maintenance – Maintenance is responsible for keeping all the physical operations of a school running. If something is broke then maintenance is responsible for repairing it. These may include electrical and lighting, air and heating, and mechanical issues.Computer Technician – A computer technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for server maintenance and the installation of filter programs and features. Bus Driver – A bus driver provides safe transportation for students to and from school.Explain how the following regulator y bodies monitor and enforce legislative frameworks? †¢ Health and safety executive †¢ School specific regulatory bodies Regulatory bodies relevant to the education sector exist to monitor and enforce the relevant legislations. For example, general bodies such as the Health and Safety Executive are responsible for ensuring the enforcement of health and safety matters in the workplace including schools. While school specific regulatory bodies such as Ofsted are responsible for ensuring standards are maintained in a wide range of education settings.Ofsted is the Office for Standards in Education, Children’s Services and Skills. Ofsted regulates and inspects childcare and children’s social care. Ofsted also inspects: schools; colleges; initial teacher education; work based learning and skills training; adult and community learning; education and training in prisons and other secure establishments and the Children and Family Court Advisory Service. Explain why sc hools have policies and procedures? All schools have policies and procedures that help maintain a structured and consistent learning environment.These policies relate to the legal requirements within schools and provide guidance on the procedures for implementing the policies in the school. Summarise the policies and procedures schools may have relating to: A) Staff. All schools have policies and procedures in place to support staff in their management of situations these may involve violence, threatening behaviour or abuse amongst other policies which are all legal requirements within the setting of a school, you must adhere to these policies and familiarise yourself on where these policies can be found within the school surroundings.Within my setting all policies can be found on the schools internal computer system for staff to access as and when they need to. Policies can also provide prospective employees, governors and parents of prospective pupils with valuable information. Fo r example, a prospective parent might wish to see a school’s homework policy or behaviours policy before deciding whether to apply for their child to attend the school. Similarly, a prospective employee may wish to see the school’s staff development policy, its performance management policy or its leave of absence policy before deciding whether to accept a position at the school.Policies should also enable school staff, governors, parents, LEA officers and Ofsted inspectors to see at a glance what principles they can expect to see applied at your school. B) Pupil Welfare. The schools policy for safeguarding children should include information on the roles and responsibilities of staff members and the procedures for dealing with child protection issues. This should include: 1) All staff members should attend child protection training. 2) The school will comply with the Local Safeguarding Children Board (LSCB) procedures 3) If any member of staff is concerned about a chi ld he/she must inform a senior colleague.The member of staff must record information regarding such concerns on the same day. This record must give a clear, precise and factual account of their observation. 4) Confidentiality is of crucial importance and incidents should only be discussed with the relevant person, e. g. senior colleague. 5) The head teacher will decide whether the concerns should be referred to external agencies, such as the social services and/or the police. 6) The school should work cooperatively with parents unless this is inconsistent with the need to ensure the child’s safety. ) If a referral is made to social services, the head teacher will ensure that a report of the concerns is sent to the social worker dealing with the case within 48 hours. 8) Particular attention will be paid to the attendance and development of any child identified as ‘at risk’ or who has been placed on the Child Protection Register. C) Teaching and Learning. Schools s hould be able to explain their approach to the curriculum and to show how they meet the statutory requirements for all learners, including any variations to meet the needs of individual pupils.Detailed information about a school’s curriculum plans can be found in: policy statements for the whole curriculum and for each subject of the curriculum; schemes of work and teaching plans for pupils in each key stage; class or group timetables and Individual Education Plans. Developing curriculum plans involves planning learning activities that will provide all pupils with appropriate opportunities to learn which reflect the range of needs, interests and the past achievements of pupils in each year group at each key stage.Curriculum plans include: †¢ Policy statements showing the balance between different parts of the curriculum at each key stage. †¢ Practical guidelines for staff assisting the delivery of each curriculum subject e. g. general information about resources and important teaching points. †¢ Long term-plans showing the content and skills in the programme of study for every subject at each key stage and hoe these are covered, including links between subjects as well as progression, consolidation and diversification for pupils across units. Medium-term plans defining the intended learning outcomes for units of work, including information on learning activities, recording and assessment methods. †¢ Short- term plans setting out detailed information on learning activities for pupils in each class on a weekly and daily basis, including lesson plans and/or activity plans with details of specific targets, organisation, resources and strategies to support learning. D) Equality, diversity and inclusion All schools have an equal opportunities policy with procedures to ensure it is implemented.These policies and procedures must be followed together with any relevant legal requirements when dealing with these issues As a member of staff you should: †¢ Challenge discrimination or prejudice when necessary (For example, if a colleague makes an inappropriate comment about a person’s race, culture or disability, you should tell them why it is unacceptable to express their views in this way. ) †¢ State that you will not condone views that discriminate against another person. †¢ Provide support for children and adults who experience discrimination or prejudice by encouraging them to respond with positive action.E) Parental Engagement. Parents and families play a fundamental role in helping children achieve their full potential in education by supporting them in their learning and developing within their own homes. By working together with the child’s school parents can create a learning environment to help reinforce lessons that are learned at school. Homework policies contribute towards building responsibilities and self-discipline in a student. Homework should provide a student with the opportun ity to apply the information they have learned in class, complete unfinished class assignments and develop independence within he individual. Home School Agreement: can raise standards and contribute to school success by providing structure for partnerships between home and schools on issues such as; pupils progress, information on what pupils will be taught and any concerns that may affect the pupils ability to learn. Parents are able to support and help their child’s learning at home with more success and confidence. Evaluate how school policies and procedures may be developed and communicated? Schools need to ensure that polices are in place and regularly revised and updated.Each policy will be dated and have a date for its revision. There are model policies available on the internet through local education authorities to assist the schools in drawing them up as this can be a time consuming process. Depending on the policy, the person responsible for a curriculum area (for example, the numeracy coordinator) may produce a draft policy and then have it checked by other staff during a meeting. It will then need to be agreed or ratified by the governing body before it takes effect.Although staff will not be required to know the contents of every school policy, they should have read and know their responsibilities, in particular with regards to the safeguarding policy, health and safety policy and the behaviour management policy. Summarise the roles and responsibilities of national and local government for education policy and practice? National government. The Department for Education is responsible for education and children’s services. Basically, this means that they are responsible for. †¢ Setting the national curriculum. †¢Early years foundation stage.Which the schools and nurseries operate and also looks into new ways to develop the quality of service available to children under the five outcomes of every child matters. †¢Enjoy and achieve. †¢Stay safe. †¢Be healthy. †¢ Achieve economic well-being. †¢ Make a positive contribution. Other roles and responsibilities of the Department of Education. †¢Funding research into Education based projects concerning children and young people. †¢ Developing workforce reform such as the 2020 children’s workforce strategy. †¢ Promoting integrated working for those who work with children and young people. Develop the role of the third sector, which is non-government organisations, such as voluntary, community organisations and charities that work with children and young people. Local government. Responsibility is to provide services to all the schools in the community. The local Education authority is responsible for providing. †¢Promoting community cohesion. †¢ School management issues. †¢ Behaviour management. †¢ The development of school policies. †¢ Staff training and development. †¢ Special educa tional needs. Local authorities need to provide documents which sets out their own aims, vision and boundaries.They will have policies which communicate their own leadership for schools in the community. The local authority will employ specialist advisers for different aspects of the curriculum. They will also have people with their own area of expertise in place for pupils with challenging behaviour and special educational needs. Majority of these services will be provided free to schools by the LEA, but in some circumstances the school could be expected to pay, this will be when specialist teachers need to come into the school setting.The LEA will be responsible for informing the schools in the community of changes to the education policy and they will then be given extra training within the area of changes. It is the responsibility of all the schools to make sure they are up to date with all the current policies which are put in place for children, young people and their families . One of these being The every child matters frameworks which is one of the largest provisions which has been put in place for developing their roles in the community.They should have their own policies in place that will meet the expected national requirements and also follow the LEA guidelines. There will be some schools which could be chosen to trial new ideas to develop the national policies and the curriculum; if this is successful then these will be put in place. There are an extensive range of organisations that will work with children and young people. All these organisations will delegate with each other as a team and share their knowledge and experiences to achieve the best interest of children and young people, by doing this they will develop links for pupil support for.Social services. Will work with schools if certain information comes to light about pupils or if they need to gather information for court reasons. Children’s services. Is based on the framework Eve ry Child Matters outcomes. These are basically based in different areas of professionals including. †¢Education. †¢ Health. †¢ Early years. †¢ Child care. †¢ Social services. Youth services. These will work with secondary schools, but will be more involved with the training and provision of young people from the age of 14 and beyond. National health services.There are many different services which will work with and within the school setting; these may be employed by the national health services and the primary care trust. This will include. †¢Speech therapists. †¢ Occupational therapists. †¢ Physiotherapists. Explain the role of schools in national policies relating to children, young people and families? As part of the National Governments incentive to help provide backing and encouragement to practitioners in schools 2 new funding programs were introduced by the Department for Children, Schools and Families as part of the Government Childre n Plan.These programs; Every Child a Talker (ECAT) and Social and Emotional Aspects of Development (SEAD). These were launched to increase the skills of early year’s specialists and were a part of the government’s wider pledge to the education workforce development. These packages were designed to address the need for children in schools to experience a language rich setting through staff in ensuring that they work successfully with both parents and families.Through SEAD, staff in schools would gain the knowledge and understanding to help engage parents more effectively in order for them to be better prepared to support their child’s social and emotional needs. It was the abuse and ultimate death of Victoria Climbie in 2000 which prompted changes in children’s services. The Every Child Matters paper set out a national agenda and plan with the aim of providing more services that were accessible for the needs of children, young people and families which sta ted that schools and other child care providers must demonstrate ways that they could work towards each of the outcomes.The 5 key aims and intentions were; Be healthy: schools needed to play a leading part in health education towards children and young people which included questioning the significance of snacks and the nutritional contents of school meals, as well as enabling children to enjoy a good physical and mental health by being part of a healthy lifestyle.Stay safe: a survey among 11~16 year olds in mainstream schools claimed that almost 46% had been the victim of some form of bullying, in order to break these statistics it is vital that pupils need to feel that they are being protected in school, in order for schools to do this they must continue to make behaviour management and anti-bullying an significant issue. Enjoy and achieve: in order for students to get the most out of life and develop the necessary skills for adulthood children and young people must enjoy their li ves and achieve their potential.In order for schools to assist with this they must make improvements in failings across different ethnic groups and unauthorised absences that are unacceptable. Contribute: children and young people need to be involved in their community rather than involve themselves in anti-social behaviour. Schools can teach children the ethics of social responsibility and a feeling of ‘belonging’ by providing links to a pupils own community and how they can become a part of it.Achieve a good standard of living: children and young people with parents who are unemployed or existing on low incomes must be encouraged to aspire to a better career and lifestyle for themselves. Schools can develop strategies to enable all students to reach their full potential. Within my work setting there is a whole area of vocational training and community opportunities and links which reinforces the idea behind Every Child Matters. Explain the roles of other organisations working with children and young people and how these may impact on the work of schools?There are numerous organisations that will have an impact on the work in schools. Multi agency teams bring together professionals from different agencies to provide an integrated way of supporting children, young people and their families. As well as giving advice and guidance to teachers and other staff in schools. It is a way of working together that guarantees children and young people who need additional support have the professional that is needed to give them that support. Professionals who work alongside schools are likely to include Social Workers, Early Years Intervention Agencies, Youth Workers, Police and Youth Justice.Social Workers: their central role is to offer help and assistance to children, young people and families dealing with children at risk. They play a major role of gathering information about a pupil’s social, emotional and behavioural development in school. Conduc ting interviews with the student as well as making classroom observations. They will conduct interviews with senior members of staff and parents on strategies that will benefit the child in school. Early Years Consultants: offer support and advice to teachers and other members of staff in school.They work closely with both children and parents to identify, assess and respond to a child’s additional need and to ensure that the appropriate intervention is given to that child in order to develop their learning within school. Youth Workers: promote the personal, educational and social development of young people aged between 13~19, they respond to the needs and interests of young people and attempt to resolve issues involving health awareness and education by developing positive skills and attitudes within a young person..Youth Workers have an influential role in empowering young individuals to take on issues that are affecting their lives. Police: hold debates in schools to chil dren and young people on issues such as knife crime and anti-social behaviour in order to discourage children from imitating that behaviour. They hold open discussions in order for the child or young person to give their opinions and views. Youth Offending Teams: will offer support to young people in education who are at risk of offending, they liaise with schools and the Education Department when a young person is experiencing difficulties at school.They will often assist with school work and enable communication between the young person, school and their families. Explain how the ethos, mission, aims and values of a school may be reflected in working practices? The Ethos of the school should be recognisable when entering the school setting as it is part and parcel of the environment of the school and the daily practice of the staff and pupils there.I am aware that all adults that work and are part of the setting have an important responsibility in modeling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has an influence on the children. Good associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of every child who attends the school, emphasize the significance of being respected as an individual within the school.Encourage, through example, truthfulness and politeness while encouraging children to have relationships based on fairness, kindness and understanding of the needs of the other children within the school. Evaluate methods of communicating a schools ethos, mission aims and values? The ethos and mission of a school is often referred to as the same thing, however, they are both very different. The mission of a school is based upon what the school intends to achieve in a more physical and academical way as set out by the head teacher. This is often seen as a motto and slogan as you enter a school.The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils who work there. The ethos is set out for the whole school to be aware of and is reinforced through daily activities. It enforces that children’s safety is paramount and with the purpose of children are at the centre of everything. The aims of the school are set out by the head teacher in partnership with the parents, staff, governors and he community which should provide all members of the school community with a safe and respected environment which is paramount in obtaining a successful learning environment. The aims for the children in my work setting are to increase each pupils understanding of the world around them and to provide each pupil wit h the appropriate balance of both challenge and support in the learning, to provide for the spiritual, moral, intellectual and physical development of the pupils regardless of their disability, gender, race or ethnic background.

Greasy lake and the three immature teenagers Essay

Greasy Lake by T. Coraghesan Boyle’s is the story of a group of adolescents, searching for the one situation that will proclaim them as bad boys and how their minds change. The greasy lake is a short story which the narrator uses details, imagination and language to describe and represent the moral condition of each character. Also, during the story the narrator shows us how each character becomes closer to maturity after facing a crazy and unexpected night in a local lake, where we are all witness to and extreme change in their lives causes by immature action. Three young men, who considered themselves bad, were out looking for trouble and excitement on their summer break. One of the most interesting things was the perception they had about being tough or being cool at the time. It is very interesting how the three young showed his toughness throwing eggs at the houses of their neighbors. They were acting irresponsibly, drinking too much alcohol and doing drugs, which caused errors in their decision. This was the way of thinking of the three young men â€Å"we wore torn-up leather jackets, slouched around with toothpicks in our mouths, sniffed glue†. The bad choices they made would somewhere along the line cause their fate to step in, but no one knew what is going to happen that night. The boys must face their reality of becoming responsible adult men. For example, whether someone chooses to be responsible and do their homework that kind of actions determines if the three young men are capable to be responsible. The actions the boys took and the words they said eventually determined their immaturity. â€Å"On this, the third night, we’d cruised the strip sixty-seven times, been in and out of every bar and club we could think of in a twenty –mile radius, stopped twice for bucket of chicken and forty-cent hamburgers, debated going to a party at the house of a girl Jeff’s sister knew, and chucked two dozen raw eggs at mailboxes and hitchhikers.† If they would have chosen to go to the party at Jeff’s sister’s friend’s house then none of the trouble at Greasy Lake would have happened. The whole scene is dark to begin with the irresponsible choice they made to drink alcohol ultimately affected the rest of their choices and  actions. Alcohol may have distorted their judgments, which may have lead them to believe they saw Tony Lovett’s car, causing them to honk, flash their bights and press their faces on his window on the wrong car. Alcohol also may have affected the narrator’s agility, causing him to drop his keys in the dark. These actions leave them unprepared, when they end up in trouble with a big greasy character, as they call him. They begin to fight and one of them hits the guy with tire iron on the head while the adrenaline starts to rise in each of them, begin tearing the clothes off the girl in the car when they try to abuse of the young girl, they are interrupted by another car, which was approach to the scene they believe the other car have seen them. They start running away from the scene to avoid getting caught. The three boys were fri ghtened by the consequences that can bring them for their immaturity acts. During the story at this point At this point the narrator is not bothered about his mom’s car, because he is now safe in the lake behind trees where no one could find him. Once the narrator continues to find a safe place he runs into something that looks like something strange emerges from the lake and realize that it is a body of a man. Then the narrator thinks it’s very scary evil character found in lake and lifeless. The narrator is very scared by what he discovered runs where his friends were. Very afraid the only thing you want is to get home and forget everything that happened that night. Finally find the car keys and see that everything is in perfect condition, but have a final approach with two young girls who ask if they have seen the friend, who have not seen since last night they stay silent without express what really wanted and they lie and say no. During that time the one of the girls offers them to go home and have fun drinking alcohol and use drugs. Afte r that episode the three young men begin to experience inner change, to say no and see that they are not as bad as they believed or they could be, and all they want is to leave everything bad that experienced last night and be able to do positive things for their lives. In brief, Coming of age seems to be a problem. When I first felt the teenagers as adults and to take very risk decision to grab the tires iron and after trying to rape a woman every wrong decision have their consequences. However, they are very willing to face the adult outcomes.  Perhaps the lesson here is do not try to grow too fast. The point of view is in first person, from the point of view of narrative and Teenagers. The environment plays a role in the story. Also, during the story the narrator shows us how each character becomes closer to maturity after facing a crazy and unexpected night in a local lake, where we are all witness to and extreme change in their lives causes by immature action.

CRJ565 AL 4 Essay Example | Topics and Well Written Essays - 750 words

CRJ565 AL 4 - Essay Example People and especially clients are likely to see him as a leader that trusts his employees as well as one that is democratic in his leadership. The main problem is lack of interpersonal communication with her employees that is face-to-face which makes her leadership somehow cold. By her reducing her use of social media to communicate as well as utilizing lunch and tea breaks to interact with her employees on a more personal level, they are likely to start regarding her in high status and opening up to her. She will get to know her employees more if she spends much more time with them in meetings. Brenda however needs to have a team building experience with her employees away from the workplace in order to get to learn about her employees on a more personal level. This will enable much warmer communication, identify skills and talents and utilize them to increase performance. I agree on the point of appreciating the work the managers are doing by letting them seal the seal with the clients as they have been working at it for a long time. This will be empowering the employees and building up their confidence and managerial skills. Employees look up to their leader for inspiration, guidance as well as a role model. If the leader continues portraying certain behaviors that are not empowering, the employees will in turn emulate and repeat these same behaviors and this would affect the productivity of the company. If the CEO wants to be involved in the final signing of the contract by the clients, he should simply be present as a support figure and not interfere in any way. The nicotine test I agree is an invasion of the privacy of the employees and instead of doing so which only leads to his resentment by the employees, he should seek incentives to encourage them to live a healthy lifestyle. The nicotine test should be voluntary rather than mandatory. By providing incentives and rewards to the employees taking initiative over their

Youth and Urban Culture Essay Example | Topics and Well Written Essays - 2000 words

Youth and Urban Culture - Essay Example While examining the youth culture and subcultures it has been seen that it is important that the youth are taught to adapt conventional political and moral outlooks and are habituated to discipline in working life. Subcultures emerge as solution to problems that are collectively faced because of challenges in the social structure (Brake ix). The objective of this paper is to talk about the influence of the youth on the urban culture, bringing out the behavioral patterns and lifestyles of the former especially in modern urban setting. Youth as Subculture The study of subculture is done in relation with the broader system of society. It includes symbolisms of clothing, music and other interests of the subculture and also how such symbolisms are looked upon by the members of the broader culture that dominates the subculture. In any subculture there is the struggle for establishment of subgroups of different values and lifestyles (Brake 3). Youth subculture represents themselves with the ir own style, interests and behaviour through their activities. They often adhere to their own rules outside their social institutions like home or school. They consciously form a signature style of their own which they relish and exploit (Gelder & Thornton, 1). Style is significant in subculture. It transforms the normal process and goes â€Å"against nature†. ... There was a dramatic change in the cultural expression of the class. With the introduction of mass media, shift from joint families to nuclear families, changes in the school and work organisations, all these resulted in disintegrating and polarizing the community of the working class. This method of polarization gave rise to youth culture (Hebdige 74). In the post war era the youth began to exhibit many â€Å"non-solidaristic elements† with the culture of their parents. The dominant culture of the parents refused to comply with the status established by the youth. This led to the youth being a â€Å"vehicle for anti-establishment currents† (Jenks 122). Cultural Significance There are many specific factors behind the youth culture and some of them are rise in the spending power among the youth of the working class, emergence of market as an outlet for spending the surplus income and reformations in the field of education. All these factors led to a consciousness among t he younger generation to create an identity of their own and often they were rebellious against the traditional norms. Youth was being regarded as a separate culture as they began to adopt their own style and behavioral patterns. In the 1920s, it was understood that youth culture is not devoid of classes when evidence was garnered on juvenile criminals on streets and bootleggers (Hebdige, 74-75). The youth subculture enforces their own social practices, lifestyle, choice of clothes, types of television programs, music and friendship groups. The attempt of the youth to maintain a separate cultural world from the adults is not insignificant. Such forms of â€Å"symbolic creativity† are essential for daily life for the young people and should be considered as an essential part of human

The value the ICH Guidelines bring to the field of clinical research Essay

The value the ICH Guidelines bring to the field of clinical research - Essay Example The quality guidelines ensure maintenance of high quality in clinical research at all times. The guidelines provide harmonization procedures that are crucial for standardization of clinical research. The presence of standardization means it is easy to monitor factors that point to low quality. The quality guidelines provide the thresholds for testing and a relatively flexible approach to research that includes the use of pharmaceutical products (ICH, 2005). Quality guidelines ensure good manufacturing practices are implemented in the production of all pharmaceutical products. ICH guidelines support clinical research by availing detailed safety guidelines that increases the chances of success and limits injuries (ICH, 2005). The guidelines aid in identifying or unearthing potential risks, which include carcinogenicity, reprotoxicity, and genotoxicity. Recently, there was a breakthrough in a non-clinical testing strategy that is used to assess the QT internal prolongation liability. It is a signification contribution to the field of clinical research. The carcinogenicity studies provide safety guidelines on the use of rodents, the importance of carcinogenicity pharmaceuticals, prices, and any relevant issues that affect the performance of the drug. Safety guidelines help in maximizing success and minimizing failure and losses. Safety is among the foundational issues in matters concerning clinical research. Efficacy guidelines are all about conduct, design, safety and the reporting guidelines for clinical trials (ICH, 2005). They provide a benchmark that can be used to measure success or efficiency in the clinical research. The guidelines also touch on new drugs that have been made biotechnological procedures and the use of genomic techniques. These processes aid in the development of improved medicines. These guidelines have a huge impact on the safety of clinical

The Revolutionary Afghan Women's Association Essay

The Revolutionary Afghan Women's Association - Essay Example Outsiders came to know or tried to know more about the tragedies of women life in Afghanistan only after they declared war against terror and entered Afghanistan for destroying Taliban. In fact the strict Islamic rules implemented by Taliban prevented the entry of westerners to the soil of Afghanistan and hence the external world failed to recognize the exact situations in Afghanistan under Taliban regime. Moreover Taliban has imposed strict control over freedom of expression and hence it was not easy for the foreign media to enter into the Afghan territory. â€Å"The crisis for afghan women did not begin with Taliban; it has been ongoing for a decade starting with the priod of Jehadi fundamentalist rule and civil war (1992-1996) While women were not subject to all of the legal prohibitions as they later were under Taliban rule, the armed factions rampant lawlessness and human rights violations including abductions, rapes, and forced marriages, specifically targeted women†.1 In order to escape from exploitation from all corners, some Muslim females under the leadership of Meena have started a movement called Revolutionary Association of the Women of Afghanistan (RAWA) in 1977. â€Å"RAWA, the Revolutionary Association of the Women of Afghanistan, was established in Kabul, Afghanistan, in 1977 as an independent political/social organization of Afghan women fighting for human rights and for social justice in Afghanistan. The founders were a number of Afghan woman intellectuals under the sagacious leadership of Meena who in 1987 was assassinated in Quetta, Pakistan, by Afghan agents of the then KGB in connivance with fundamentalist band of Gulbuddin Hekmatyar†. 2 Though RAWA when formed was aimed only at the reformation of the Muslim females in Afghanistan, later the objectives of RAWA has been integrated to other Muslim countries like Pakistan and Bangladesh as well where the females suffer torture from male dominated societies. â€Å"Male dominan ce

How Social Styles Affect Assertive Behaviors Research Paper

How Social Styles Affect Assertive Behaviors - Research Paper Example Personal development takes many forms, from improving personal performance, to changing emotional states in particular situations such as public speaking, interviews and presentations. Even after working for weeks, preparing the presentation to the best of one ’s ability, ignoring the nerves building up he doesn’t get the response he desires for. For one reason or another, his brain has learnt to provide him with the wrong unconscious response when he speaks in public. Instead of appropriate levels of adrenalin and excitement to optimize his performance, he gets a fear response as if he is being attacked by a wild animal. Everything in his body and mind is saying "run away!† But he can't, he has to ignore his 'fight or flight' response and stay put and what's more, he has to sound eloquent and informed at the same time. Public Speaking demands lots of experience and knowledge. One needs to get rid of the Public Speaking fear that could only happen when one enjoys speaking in public and giving presentations. Personal Growth plays an important role in Personal Development. All of nature from the acorn that becomes the Great Oak to the microscopic cell that becomes a Sperm whale experiences personal growth. What makes humans different is that we are in the unique position of being able to do it consciously. Personal growth means different things to different people. It may be that one is potentially infinitely perfect! However, he will be aware that there are areas of life where he would like to perform better. When we look around we will notice there are people who have particular skills, traits that we would like to absorb into our own character.

Homeland Security HLSS311 Forum 5 Assignment Example | Topics and Well Written Essays - 500 words

Homeland Security HLSS311 Forum 5 - Assignment Example Sometimes, immigrants are not those good people you expected to be. In the case whereby the immigrants have some unfinished business with the host nation, they might come and cause insecurity in the host nation. They come expecting to kill and perform acts of terrorism. In such cases, illegal immigration should be made a priority in dealing with a countrys security. Sometimes, when the illegal immigrants are running away from their country because of certain contagious and infectious diseases, they will pose the host country at a risk of spreading the diseases. This will not auger well with the welfare of this country (Peter, 2000). The enemy is that person who comes illegally into another country with the intention of doing some arm there. The enemy might come to conduct illegal business, cause insecurity or cause war. We are, therefore, supposed to protect our borders from such illegal immigrants who come in the form of an enemy. Through protecting our borders, we will be able to control spread of diseases, prevent illegal trade, prevent human trafficking and other illegal activities that immigrants might want to perform in the new country. A terrorist is one of the enemies that were protecting our boarders from. Therefore, being an enemy cannot be categorized as being more than terrorism since all cause us harm as a country. Terrorism, therefore, causes destruction just the same way enemies can cause destruction (David, 2008). Border enforcement enhances health concerns. This is to say, when we take good care of our boarders, we can prevent transmission and spread of some transnational diseases, hence making a country remain safe from such kind of diseases. Therefore, it is important to improve border enforcement in order to improve public health and safety concerns (Marc, Jerome, & Kristin,

Emerging Business Themes Essay Example for Free

Emerging Business Themes Essay A- QUESTION 1 1- Definition Business ethics is a form of professional ethics that examines ethical principles and moral or ethical problems that arise in a business environment. The definition of Ethical stance defined by Johnson and Scholes as: ‘the extent to which an organization will exceed it minimum obligations to stakeholders and society at large. There are four possible ethical stances existing and are stereotypes for any organization.(1) The first ethical stance is short-term shareholder interests; a company who stick very close to laws and regulations which are in place. They give and do only what they are obliged to, this usually causes problems with long-term financial decisions. The second stance is longer-term shareholder interests a company who are very focused on building and maintaining reputation in relation to its financial success. They take into consideration all stakeholders and how they can affect the organization in the future. The third stance is multiple stakeholder obligations relating to a company taking wide consultation with all stakeholders. This is a very slow process and not a good stance for a fast moving and growing company. The last stance is shaper of society companies who focus on communities and want to build them up; this stance puts the financial interest second and is usually related to charitable organizations. 2- Ethical Dimension to Corporate Decision Making Ford Motor Company is one of the competitive motor companies in the world. In 1970s, the compact car Ford pinto, became a famous for its tendency in rear-end collisions to leak fuel and explode into flames. More than 20 people were killed or injured before the Ford Motor company issued a recall to correct the problem. The decision process behind the Pinto’s launch revealed that under intense competition from Volkswagen and other small car manufacturers, Ford has rushed the Pinto into production. Ford’s engineers had discovered the potential danger of ruptured fuel tanks in crash tests, but the assembly line was ready and Ford’s leaders decided to proceed. This is an evidence of greed, callousness and unethicality. (2) Looking to their decision, it take into account a growing understanding on how cognitive biases distort ethical decision making, and come to a different conclusion. In our mind, the executives involved in the Pinto decision, were making an unethical choice. It is because they thought of it is as purely a business decision rather than an ethical one. The problems are already highlighted to Ford’s leaders, but, in those days, safety was not popular in Ford. Problem meant delay on a Pinto. Production must go to achieve sale target. We don’t believe that Ford’s leaders or executive in charge were consciously unethical or intentionally sanctioned unethical behavior by people further down the chain of command. After decades, the Ford Pinto case has allowed us to dissect Ford’s decision-making process and apply the latest behavioral ethics theory to it. The pattern of evident continues to recur in organizations. It is diverted the Ford’s Executives’ attention from the ethical dimension of problem, and executives today are swayed by similar forces. (2) To overcome all the problems, Ford Motor Company has a program to guide compliance with Ford Policies and Directives. Ford compliance program is reviewed by a senior management compliance committee and the Audit Committee of the Board of Directors. The program raises awareness of the Companys commitment to defines corporate practices through Policies and Directives, ethical practices, ensure an infrastructure that allows for the reporting of Policy violations or business-related legal violations through a number of avenues worldwide, conducts risk assessments, oversees the investigation of such reports and education on key legal and provides training and ethical risk areas. The Handbook outlines requirements for its employees and those working on behalf of the Company and provides background resources for a wide range of business-related situations, including: (3) 1- Workplace environment 2- Gifts, favors and conflicts of interest 3- Use of Company assets and data safeguarding 4- Integrity of financial records 5- Product quality, safety and environmental matters 6- Intellectual property 7- Working with governments (political activities) 8- Competition and antitrust laws 9- International business practices References: 1-Wikipedia- http://en.wikipedia.org./wiki/Business_practices 2- Max H. Baseman And Ann E. Tenbrunsel – Harvard Business Review April 2011- http://hbr.org/2011/04/ethical-breakdowns/ar 3- Ford Motor Company- Fordmotorcompany.com -report 2008/2009 – http://corporate.ford.com/microsites/sustainability-report-2008-09/governance -sustainability-ethical B- QUESTION 2 1-Climate Change – Ford Motor Company. In 21st century, climate change is the most important global political and business issues. It will have a huge impact of the world and threaten livelihood of millions of people in the world. Every years, average temperature in artic have risen twice, increasing emissions of greenhouse gases. Climate change is the result of an increase in heat-trapping (greenhouse) gases in the atmosphere. Carbon dioxide (CO2) is the major long-lived greenhouse gas (GHG). The burning of fossil fuels (to provide electricity, heat and transportation, and to support industry and agriculture), as well as deforestation, leads to net emissions of CO2 and increased levels of atmospheric CO2. The atmospheric concentration of CO2 has increased from a preindustrial level of 270–280 parts per million (ppm) to a level of approximately 392 ppm in 2012. (4) Ford Motor Company have a holistic view of climate change and have addressed non-CO2 long-term greenhouse gases such as hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), nitrous oxide (N2O) and sulfur hexafluoride (SF6). Through its Restricted Substance Management Standard they have prohibited SF6 in tires in magnesium casting. They were continuing their scientific research to determine the relative contribution of a wide range of long-lived greenhouse gases to radiative forcing of climate change. (4) 2-Ford’s Greenhouse Gas Emissions Ford has estimated that their total CO2 emissions are in the range of 350–400 million metric tons (Mmt) per year, varying over time with fluctuations in vehicle production and sales, on-road fleet size and vehicle miles traveled. The estimate includes emissions from its facilities, emissions from current-year vehicles and emissions from all Ford vehicles on the road. (4) 3-Climate Change Risk and Opportunities In 21st century, concerns about climate change, the energy security and price of fuel, along with the global recession, have changed the automotive business. This creates substantial risks for automakers but also opportunities for innovation that enable growth and expansion. Below, the general trends driving change in Ford’s markets and take a closer look at several key markets. Also discuss the physical and supply chain risks to its business posed by climate change. (4) Ford’s Markets Price of fuel, consumer interest in smaller and more fuel-efficient vehicles and energy security concerns are also a driver of fuel economy regulation and alternative fuel development. All of Ford’s major markets are increasingly shaped by government actions to regulate fuel economy and carbon dioxide emissions, provide incentives to shift consumer and introduce low-carbon fuels and business behavior. Some of governments are also actively involved in development, promoting the research, battery technologies and purchase of new vehicle. Greater concern from Investors about climate change as a material risk. Providing climate-change-relevant information to investors and shaping its business strategy with climate change in mind are important elements of maintaining access to capital. Product globalization strategy – respond to changing markets, regional preferences, opportunities and the risks presented by the climate change issue. Ford has created global vehicle platforms that offer superior fuel economy, safety, quality and customer features. (4) 4-Physical Risks Climate change raises the potential for shifting patterns of extreme weather and other risk to Ford’s facilities. For insurance, Ford assesses the risks each of their facilities faces at least once a year. This risk assessment is updated and takes into account the risk of exposure to storms, hurricanes, earthquakes and flooding. (4) 5-Supply Chain Risk Ford suppliers located in more than 60 countries, regulatory and physical risks as a result of GHG regulation and the impacts of climate change. These risks could affect their competitiveness or ability to operate, creating the potential for disruptions to the flow of supplies to Ford. (4) 6-Ford Climate Change Strategy Ford’s long-term strategy is to contribute to climate stabilization by: †¢ Continuously reducing the greenhouse gas (GHG) emissions and energy usage. †¢ Working with industry partners, energy companies, consumer groups and policy makers to establish an effective and predictable market, policy and technological framework for reducing GHG emissions. †¢ Develop the flexibility and capability to market lower-GHG-emission products. (4) 7-Product Sustainability Process -Science – Stabilization approach Technology plan -Government – regulatory trendsproduct CO2 strategy Policy position -Consumer- market trends Cycle plan -Competitive- industry trends Marketing and Communication plan 4- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2011-12/environment-climate-risks C- QUESTION 3 In 21st century business challenge and difficult global trading conditions, good relationship with several groups of stakeholders such as employees, customers, dealers, suppliers, investors and communities are very important. 1- Ford Motor Company Stakeholders. Through internal analysis and developing sustainability programs, Ford has interdependent relationship with a few categories of stakeholders such as employees, customers, dealers, suppliers, investors and communities, also its relationship to ‘society’ which includes government agency, NGOs and academia. (5) 2- Employees Employees are the most valuable resource. In 2011, Ford employed more than 164,000 individuals at 73 plants, 41 distribution warehouses, 106 sales offices worldwide and 57 engineering research/development facilities. All of the hourly employees in its automotive operations in the U.S. and also its subsidiary outside U.S. are represented by unions and covered by collective bargaining agreements. Unions are key partners with Ford in providing a productive, safe and respectful workplace. Ford faces workplace health and safety challenges such as; establishing and reinforcing high, common expectations for the safety of their employees worldwide. Most of their manufacturing facilities have joint union/management safety committees that guide the development and implementation of safety programs. (5) ONE Ford plan aligns its efforts toward a common definition of success: having ONE Team, ONE Plan and ONE Goal for an exciting, viable Ford that delivers profitable growth for all. (5) †¢ F: Foster Functional and Technical Excellence(5) †¢ O: Own Working Together(5) †¢ R: Role Model Ford Values(5) †¢ D: Deliver Results(5) 3- Customers Ford Motor Company serves more than 5.5 million customers worldwide. Ford’s customers are the most important stakeholder. Their major regional markets include South America, North America, Eastern Europe, Western Europe, Russia, Australia and Asia. In some regions, Ford serve 3 types of customers- individual retail consumers, small business customers and large commercial fleet customers. It will continue to expand products and services for these existing customers while working simultaneously to gain new customers in emerging markets. In North America and Asia, they are focusing on increasing their offerings of smaller and more fuel-efficient vehicles. (5) 4- Dealers Dealers are the face of Ford to its customers and communities, the key employers and contributors to local economies. Dealer sustainability program has launched in 2010, a voluntary sustainability initiative for dealers to reduce their carbon footprints and improve the energy-efficiency of their dealerships. The goal of the â€Å"Go Green† Dealer Sustainability Program is to collaborate with dealers to implement cost-effective ways to improve the energy-efficiency of their facilities. It partnered with the Rocky Mountain Institute, a leading energy-efficiency organization, to pilot new technologies and architectural design principles. (5) 5- Suppliers Ford relies on more than 1,400 production suppliers to provide parts that are assembled into Ford vehicles. 9,000 supplier companies provide a wide range of nonproduction goods and services, from industrial materials to computers to advertising. Ford and its suppliers work jointly to deliver great products, have a strong business and make a better future. In today’s economic environment, achieving lower costs and improving quality require an unprecedented level of cooperation with suppliers and the maintenance of strong supplier relationships. (5) 6- Investors The success of Ford as a company directly affects its 162,000 investors, and they have been focused on improving Ford’s financial health. Provide information and interact regularly with investors through corporate website, annual report and regulatory filings and annual meeting. They also engage with socially responsible investment organizations that are seeking information to use to evaluate its sustainability performance. These interactions help Ford stay abreast of and respond to investor concerns. (5) 7- Communities Ford Motor Company impacts the communities in numerous ways, provide the employment, the taxes, the environmental and safety performance and support and participate in civic life. The communities are composed of a range of groups and individuals, include its customers, employees, business partners, government regulators, community organizations and members of civil society, and individuals who live and work around its facilities. Ford has been supporting community more than 100 years ago. This includes helping feed hungry people, providing mentors in classrooms and teaching teenagers to drive more safely. Changing of Fundamental have been happening including increased competition globally and changing markets for its products, with future sales growth expected to occur in emerging economies. Ford is expanding sourcing in these lower-cost emerging markets, as a way to serve both local markets and the global supply chain. Ford seeks to respect and make a positive contribution to its host communities. (5) 5- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2010-11/society-stakeholders D- BIBILIOGRAPHY 1-Wikipedia- http://en.wikipedia.org./wiki/Business_practices 2- Max H. Baseman And Ann E. Tenbrunsel – Harvard Business Review April 2011- http://hbr.org/2011/04/ethical-breakdowns/ar 3- Ford Motor Company- Fordmotorcompany.com -report 2008/2009 – http://corporate.ford.com/microsites/sustainability-report-2008-09/governance-sustainability-ethical 4- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2011-12/environment-climate-risks 5- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2010-11/society-stakeholders

Analysis Of The Apple Logo

Analysis Of The Apple Logo Conduct an analysis of the organizations logo from the following perspectives: Design Color Message Context and use Source: http://www.blogcdn.com/www.switched.com/media/2008/02/apple-logo-128.png The Apple Logo, designed by Rob Janoff is very much in vogue and needs no glorious introduction whatsoever. The logo is virtually everywhere; on our iPhones, the beloved iPod, MACS, iPad and even subtle product placements in our favorite movies or shows. Not only is Apple technologically forward, but its logo is also the epitome of innovation. The design is simple, minimal and easily readable which makes it uncomplicated; categorically, it succeeds in grabbing the audiences attention. The logo hones a visually appealing apple with a considerable chunk of its right side bitten off. It is platonic on face value, yet mysterious and seductive on the inside. The bite is what adds character to the logo and makes it all the more alluring. Since the last 30 years the conceptualization and design, of the logo remains largely unchanged except variations in its color and just a few alterations per say. The Apple logo is easily the most recognized corporate symbol in the world, chances are there wont be drastic changes any time soon. Jean Louis Gassà ©e, executive at Apple Computer from 1981 to 1990 divulges more on the subject, One of the deep mysteries to me is our logo, the symbol of lust and knowledge, bitten into, all crossed with the colors of the rainbow in the wrong order. You couldnt dream of a more appropriate logo: lust, knowledge, hope, and anarchy. (Quote: Linzmayer, Owen W 2004, Apple confidential 2.0: the definitive history of the worlds most colorful company, 2nd Edition, no. 1, pp. 12) The original Apple logo was designed by Jobs and Wayne in 1976, showing Isaac Newton sitting under an apple tree. It was inspired by the following quotation, Newton A Mind Forever Voyaging Through Strange Seas of Thought Alone. The organizations name was also incorporated into the original logo. Later it was redesigned in 1977 and if one may say so, immortalized by Janoff with the newer version that we are familiar with today. We have seen numerous variations of the logo in the last years namely the rainbow apple, the aqua colored range and the contemporary metallic-chrome version. There have been a myriad of interpretations and myths as far as the color scheme of the logo is concerned. The rainbow colored apple has been rumored to represent a hippie influence in tandem with the fact that Apple has always branded itself as a cool and hip company that caters to the young and savvy. Designer Rob Janoff explains that the real solid reason for the colored stripes was that the Apple II wa s the first home or personal computer that could reproduce images on the monitor in color. So it represents color bars on the screen. (Raszl, 2009, Interview with Rob Janoff- designer of the Apple logo, Creative Bits, http://creativebits.org/interview/interview_rob_janoff_designer_apple_logo) Other urban legends also conclude that the Apple logo is essentially seen as homage to Alan Turning, the forefather of modern computing, who committed suicide using a cyanide-laced apple. Alan Turning was a homosexual and the rainbow colored stripes was seen as a tribute to gay pride. Some even view the bitten apple as a biblical reference to when Eve bit into the forbidden apple or perhaps even the proverbial bite of knowledge. However, these widely distributed apprehensions are sheer myths and have been romanticized because of the logos appeal. Rob Janoff sets the record straight, When I explain the real reason why I did the bite its kind of a letdown. But Ill tell you. I designed it with a b ite for scale, so people get that it was an apple not a cherry. Also it was kind of iconic about taking a bite out of an apple. Something that everyone can experience. It goes across cultures. If anybody ever had an apple he probably bitten into it and thats what you get. It was after I designed it, that my creative director told me: Well you know, there is a computer term called byte. And I was like: Youre kidding! So, it was like perfect, but it was coincidental that it was also a computer term. (Raszl, 2009, Interview with Rob Janoff- designer of the Apple logo, Creative Bits) A noticeable feature about the logo in terms of proportion and texture is its solid shape and a clearly differentiated outline which exudes power. In short, the apple means business and demands to be taken seriously! Close attention has been paid to detail and there is no textual clutter. Its easy on the eye and does not give way to any visual dirt or jargon so to speak. It is interesting to note that the Apple Company does not use its name in its logo and this unconventional approach actually works for them. A logo sans the brand name is much bolder and continues to have a strong presence in a plethora of other rival companies. Furthermore, the apple on a plain white background adds an element of distinctiveness and the contrast speaks volume in terms of shape-recognition. The graphics have witnessed a few changes here and there by making the logo more symmetrical and yet never losing its essence. There are no visible fonts in the official Apple logo and there seems no particular ne ed for one either because of its mass popularity. Apple boasts massive brand awareness without even using the company name in its logo and has dominated the international market with the aid of this cutting-edge design alone. Recently, Apple has opted for white and raw-aluminum color schemes. The revamped glass-themed logo that first appeared on the Mac OS X Panther in 2003 and later on the iPhone, iPod Touch, iPod Nano, Video iPod etc is revolutionary and refreshing. It has no rainbow colors in its new design, is elegant and poised in stature. These tweaks have managed to sustain Apples position as a frontrunner and keeping up-to-date with the consumers tastes and preferences. Apple Computers brand image transcends cultures and continents. The Apple is considered an elite yet attainable product. We all wanted to get our hands on the iPhone when it first came out irrespective of our geographical constraints and earlier the iPod was on everyones wish-list. Thats the beauty of Apple. Their marketing strategy and creative approach is almost impeccable. The Apple logo is not just a corporate identity anymore; but it has also hinged its way well into global popular culture. Why else would it be considered fashionable to wear the bitten apple on their daily apparel by loyal customers and going to extreme lengths by endorsing the logo by having it tattooed on their bodies? The Apple logo appears on all Apple products including computers, laptops, iPods, Macintosh, QuickTime etc. Apple products have unexpectedly popped up innumerable times on media channels as an ideal trick for product placements. The edible apple has been a regular on popular shows like Sex and t he City, Heroes, The Office, Entourage, CSI NY, House, 24 and The O.C to name a few. Apple has however repeatedly denied any claims that they pay for product placements which could only mean that Apple gives away its products for usage to certain production houses. Similar patterns of supporting shiny MacBooks and iPods can be viewed on the big screen including new releases like Wall-E, Toy Story 3, Wall Street 2, Kick Ass and Book of Eli. Hence, Hollywoods growing relationship with Apple is headed towards a lifetime romance and is one the reasons why the logo is so popular and inadvertently the products deemed as chic. Examples of Product Placements. The intimacy between Apple and its logo is legendary. Despite its humble beginnings, Apple has materialized as quite the sensation ever since its inception. Avant garde campaigns like Think Different and out of the box creativity have made the infamous gnawed apple timeless for all times to come. Apple understands its consumers needs and the universally recognizable logo is the perfect testament to what the company has achieved over the years after its initial years as a failing company to being the big gun it is today. No company vouches such hearty endorsements and positive responses by consumers like Apple does. The chucked fruit is here to stay and then some!

Child abuse signs and the long term effects

Child abuse signs and the long term effects Child Abuse: Signs and the Long Term Effects All children are born with the right to be able to grow, develop, live and love according to their needs and feelings. Growing up can be difficult, and most children receive the love and care that they need to develop into healthy, mature adults. For a childs development they need protection from adults who love them and help them acquire the skills to be a successful adult. However, some children are neglected and hurt by adults that they trust. Abuse can mean different things to different people. Abuse can also happen once in their lifetime, or it can happen many times. Physical, emotional, sexual, and neglect are the four types of child abuse. Over three million reports of child abuse are made every year in the United States. (OMeara and Fedderson) Over seventy five percent of children die each year from abuse. (Prevent child abuse) Certain forms of child abuse are serious enough to become a crime. Physical, emotional and sexual abuse, as well are neglect, can lead to long term p sychological effects on a child. How can child abuse happen? There are many factors as to why abuse happens. Some of these factors include domestic violence, alcohol and drug use, and stress and lack of support from others (Saisan, Gill, Segal). When a child witnesses domestic violence is very chaotic and it causes instability in the home. Alcohol and drug use increases a lapse in judgment and can interfere with the ability for a person to control their actions. Being a parent is not an easy task and sometimes it can cause a very stressful situation. Teen parents often need patience to deal with a child, and most of the time they do not have that so they depend on others. Caring for a child with a disability can also create a stressful situation. Also, when parents and caregivers are abused as a child they grow up to abuse their very own children, and the cycle of abuse continues. (Saisan, Gill, Segal) Younger children may not understand why these acts are being done, and may think that they have done something wro ng. On the other hand, older children have the ability to do something about the abuse being done to them. Often times, most children become withdrawn and do not prefer talk about it. Each category of child abuse has its very own distinct signs. Each child is unique and may exhibit specific signs if they are enduring a specific type of abuse. Physical abuse often occurs when a child is hit out of anger or is caught in the middle of a very stressful situation. Children under the age of two are most likely to suffer direct abuse from the hands of a parent. (Juby 519) Physical abuse is often described as unexplained injuries such as bruises, burns, and abrasions. Sometimes, the child may be fearful of adults that he or she is not familiar with. Parents may exhibit signs that they are being abusive with their children by using a harsh tone with their voice, offers no explanation for their childs injury, or is very negative with their child. (Recognize Abuse) Emotional abuse can be referred to verbal abuse. When a parent or caregiver says mean and hurtful things to a child, they are emotionally hurting them. Excessive demands, penalizing children for their work, discouraging the child from moving forward, and exposing them to family violence are just a few signs of emotional abuse. Physical and emotional abuse often overlap each other; however, emotional abuse is much harder to identify. (Fact Sheet) Children who endure this type of abuse often think that this is a normal way of life. The parents who may be treating their child in such way may blame or belittle the child, refuse to offer help, or constantly reject the child. (Recognize Abuse) Emotional abuse is often present when other forms of abuse are identified within the child. Sexual abuse can take place within the family by a parent, sibling, or other relative. This type of abuse can also happen outside of the home by a friend, neighbor, teacher, or a stranger. When this abuse has occurred, the child can develop a variety of distraught feelings, thoughts and behaviors. This type of abuse has been reported up to 80,000 times a year, but research suggests that more cases go unreported because the children are afraid of confessing of what happened to them. (Prevent Abuse) Children who are sexually abused often develop a very low self esteem and a distorted view of sex. A physician must detect signs of sexual abuse through a physical examination because there are no external signs. Some may want to consider the signs of sexual abuse if the child shows the following symptoms: difficulty walking or sitting, nightmares, bedwetting, a sudden change in appetite, or demonstrates unusual sexual behavior. Parents may also show signs that they are sexually abusing th eir children if they are being very isolated, they severely limit the childs contact with other children, or they are very jealous. (Recognize Abuse) Neglect is simply refusing to meet the childs basic needs for survival. About fifty nine percent of children suffer from neglect. In 2007 an estimated 1760 children have died from abuse or neglect. (Fact Sheet). The child may be frequently absent from school, lacks needed medical care, has constant body odor, and does not have appropriate clothing based on the weather conditions. When the parent seems depressed, behaves irrationally, and does not care about the interest of his or her child, they could be the one neglecting their child. (Recognize Abuse) No child is prepared to cope with any type of abuse done to them. Children are not just an â€Å"object.† They are a human being, just like everyone else. There is no moral way of saying that child abuse is ok. Parents and caregivers often do not realize the effects that abuse has on their children. Many think that it is a form of punishment but in reality, it is harming the child. (Saisan, Gill, Segal) The long term effects of abuse can cause severe psychological problems that can be devastating to the child. These problems can range from mild to severe depending on how long the abuse was endured or how severe it turned out to be. Parents with low educational value are more likely to use abuse (Juby 519). Psychological problems that a child may face are academic difficulties, alcohol and/or drug abuse, anxiety, behavior problems, depression, fear of certain adults, self neglect, sleep disorders, age-inappropriate behavior, social withdrawal, and separation anxiety. Abuse can also intervene with the ability to establish healthy relationships in the future. All children are different and they each respond to situations in their own way. Some children may endure some form of abuse without developing any of the long term effects. (Newton) In conclusion, child abuse can cause psychological problems that can be irreversible. There are ways that child abuse can be prevented. There are many organizations today that have dedicated themselves to the treatment and prevention of child abuse. A known organization that has been around the longest is called ChildHelp. It is a non-profit organization that aids in the treatment and prevention of abused children (OMeara and Fedderson). Prevention is the only cure for child abuse. Abuse of any kind can cause emotional scars that can never be healed. Children are supposed to learn everything they need to become successful adults in this world from their parents. Instead of teaching, loving and nurturing, abusive parents and caregivers provide the opposite of what children need to grow and develop. Works Cited â€Å"Childhood Disease and Disorder Encyclopaedia Britannica Online. Encyclopedia Britannica, 2009. Web. 22 Nov 2009 Child Welfare Information Gateway â€Å"Recognizing Child Abuse and Neglect: Signs and Symptoms.† 9 Oct 2009. Web. 21 Nov 2009 Fact Sheet: Emotional Child Abuse. Michigan. Web. 21 Nov 2009 Juby, Cindy. â€Å"Parental Attitude: A Meditating Role in Disciplinary Methods used by Parents† Child and Adolescent Social Work Journal Dec 2009: 519. Proquest. Web. 23 Nov. 2009 Newton, C.J. â€Å"Child Abuse: An Overview.† Mental Health Journal. Apr 2001. Web. 19 Nov. 2009 OMeara, Sara. Yvonne, Fedderson. â€Å"Effects of Child Abuse.† ChildHelp. Web. 22 Nov 2009. Saisan, Joanna, Ellen Jaffe-Gill, and Jeanne Segal. Child Abuse and Neglect. Help guide. Oct 2008. Web. 20 Nov 2009 â€Å"Preventing Child Sexual Abuse.† Stop it Now. Web. 23 Nov. 2009

Power and the Legal System Essay -- Law

Access to the law and legal system is the ability to shape it, both in its meaning and understanding. While the factors that usually determine the power to shape law are not static, in general, access to law has been held by specific groups of people: the wealthy, males, whites, and religious authorities. In constructing the law, these specific groups have traditionally used their power to reinforce their dominant position and impede the ability of powerless groups to further their interests. It is this position of advantage that allows the prevailing groups to maintain a system of inequality fortified by the law that protects their prosperity while forcing the disadvantaged to appeal to problematic methods to promote their well-being as a result of their lack of access. In his speech, â€Å"Address to the Prisoners in Cook County Jail,† Clarence Darrow defines law as a creation of the rich, who, because of their wealth, own and control most of the property and institutions of society (Darrow 229). The access that comes with their wealth then grants them the power to construct the law in a way that sustains their elite position. For Darrow, as a consequence of this system of power, the unprivileged individuals are forced to seek out other, often criminal means of living in order to survive. He explains this by stating, â€Å"The more that is taken from the poor by the rich, who have the chance to take it, the more poor people there are who are compelled to resort to these means for a livelihood† (227). By wielding their power, the rich have been able to consistently thwart the ability of the poor to access legitimate opportunities, often leading them to participate in activities such as robbery and burglary in order to ob... ... for the structure of inequality to be destroyed, access to the law and the ability to shape it must be given to all. Works Cited MLA Citation Darrow, Clarence. â€Å"Address to the Prisoners in the Cook County Jail.† Before the Law: An Introduction to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 225-232. Galanter, Marc. â€Å"Why the ‘Haves’ Come Out Ahead: Speculations on the Limits of Legal Change.† Before the Law: An Introduction to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 81-89. Kropoktin, Peter. â€Å"Law and Authority.† Before the Law: An Introduction to the Legal Process. Ed. John J. Bonsignore., et. al. Boston: Houghton Mifflin Company, 2006. pp. 158-167. MacKinnon, Katherine. â€Å"A Rally Against Rape.† White Plaza, Stanford University. 16 Nov. 1981.

Physiological Changes Due to Risperdal Essay examples -- Psychology Me

Physiological Changes Due to Risperdal Hallucinations, delusions, paranoia, psychosis and thought disorder are all symptoms of Schizophrenia and people who suffer from these symptoms seek the treatment of atypical anti-psychotic medications. Those medicines include Risperidone (Risperdal), Clozapine (Clozaril) , Ziprasidone (Geodon) and Quetiapine(Seroquel). The purpose of these medications is to alleviate symptoms of Schizophrenia and lessen the chances of a recurrence. The basic function of Atypical Antipsychotics is to reduce the effects of blockage in the dopamine receptors and serotonin and allow communication between nerve cells. Dopamine is thought to be relevant in Schizophrenic symptoms and Antipsychotic medications act against these symptoms. While there may the reward of reducing Schizophrenic symptoms there are risks that come along with taking such drugs as Risperidone (Risperdal) and Quietiapine (Seroquel). Commons side effects that exist while taking Risperidone are dizziness, nausea, tiredness and hyperactivity. More serious conditions may include Orthostatic Hypotension which is an extreme drop in blood pressure. Patients may also experience Syncope which is related to Hypotension in that a person may experience a loss of consciousness or fainting. Quietiapine can also cause Hypotension, but with the long term use of this drug it can cause Tardive Dyskinesia which is involuntary movements of the lips, jaw and tongue. The features of this condition are tongue protrusion, lip smacking, rapid eye blinking and rapid arm movements. In the most extreme cases Risperidone has been said to cause galactorrhea which is breast growth in males and a secretion of br... ...he Young Mania Rating Scale (YMS) and assessment was measured by the change of YMS scores at the end of the study. The study showed the patients who took Risperidal improved in their YMS scores than those who took the placebo. However patients who took Risperdal reported experiencing nausea, dizziness, weight gain, and upset stomach (Titusville, N.J., Dec.10/ PRNewswire). References Retrieved: March 1, 2005 from http://www. Counseling resource.com/medication/drug- pages/risperidone.html Retrieved: March 2, 2005 from http://www. Maripoisoncenter.com/ctr/9611risperidone.html Clinical Toxicology Review Vol.19, No.2 November 1996 Retrieved: March 2, 2005 from http://www.priory.com/psych/catatonia.html Retrieved: March 3, 2005 Common use of Risperidal among Children http://www.risperdal-help.org/what_causes.php www.Schizophrenia.com