The Role Of Friar Lawrence Essay Research free essay sample

The Role Of Friar Lawrence Essay, Research Paper In Romeo and Juliet, a calamity by William Shakespeare, Friar Lawrence plays a dominate function in the eventual decease of Romeo and Juliet even though he is non on phase for most of the drama. There are fundamentally three major parts that lead to the calamity ; the matrimony, the program, and the inevitable deceases in all which Friar Lawrence plays a critical role.Friar Lawrence plays an indispensable function in the matrimony of immature Romeo and Juliet. At Romeo? s petition Friar Lawrence provinces, # 8220 ; In one regard I? ll thy helper be ; for this confederation may so happy prove, to turn your families to pure love # 8221 ; ( Act 2 Scene 3. ) Friar Lawrence believes that this holy matrimony would convey the Capulet household and Montuague household closer together, for he anticipates that the households will halt detesting each other and be peaceable. His efforts to do the matrimony of Romeo and Juliet are admirable but ill planned. We will write a custom essay sample on The Role Of Friar Lawrence Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Friar Lawrence performs the matrimony rites to unify them in holy matrimony. Romeo and Juliet are now husband and married woman. They have known each other a amount of two yearss. Friar Lawrence plays a critical function in the matrimony of Romeo and Juliet.Friar Lawrence plays a important function in the program for Juliet to # 8220 ; sleep. # 8221 ; Friar Lawrence calms a frenetic Juliet by giving her and stating her to # 8220 ; Take 1000 this phial, being so in bed, and this distilled spirits drink though off # 8221 ; ( Act 4, Scene 1 ) . Later, Juliet is uneasy and unsure of the effects of the potion. She hopes that this is only a temporary sleep and not a permanent one. He also tells Juliet that â€Å"Shall Romeo by my letters know our drift, and hither shall hem come; and he and I shall watch thy waking, and that very night shall Romeo bear thee to Mantua† (Act 4, Scene 1.) Unforeseen to neither the Friar nor Juliet that an error such as the one of Friar John?s would prove to be deadly. Poor Romeo was not able to receive the letter. Friar Lawrence plays a significant role in the plan for Juliet to â€Å"sleep.†Friar Lawrence plays an important rule in the actual deaths of Romeo, Juliet, And Paris. Friar Lawrence is unable to reach Romeo with the news of Juliet?s â€Å"death.† Romeo, thinking Juliet is dead rushes to Verona, but not before buying some fast poison. There he finds his true love in a deep sleep not yet kissed by death. When Juliet awakes, Friar tells her of the unfortunate deaths . Juliet, unable to handle the situation decides to kill herself. Taking Romeo?s sword she stabs herself. Friar Lawrence plays an important rule in the actual deaths of Romeo, Juliet, And Paris.In conclusion, there are basically three major parts that lead to the tragedy; the marriage, the plan, and the inevitable deaths in which Friar Lawrence plays a vital role. Through his words Friar Lawrence demonstrates that he is a good intentioned, yet sometimes short-sighted man.

Thomas Jefferson

Thomas Jefferson's attitude toward Christianity seems as far left as anyone. From some of his writings, one may think that he is against God and everything that he stands for. But, Jefferson does state that he is a Christian "to the precepts of Jesus himself" Jefferson Packet p 1122. He believed in what Jesus stood for and the acts that he committed, but not the faith itself. He believed that such a faith could not exist because it did not adhere to any of the five senses. Jefferson wanted proof of this faith. Besides the actions of Jesus, what other reasons did people have to follow him? Jefferson is most likely not the only man on earth who questions these beliefs. To not believe in something that is questionable because it has been taught should not be looked down upon. It seems strange that something of so much power has been proven to so few. To not believe in Jesus does not mean that Jefferson was not a follower of God. He did believe in a creator of man and that we were placed here by some sort of higher power. What Jefferson was against was the way that Christianity was used to force people to think, almost as if it was used to brainwash people, "To the corruptions of people I am indeed opposed" Jefferson Packet p 1122. It was through his scriptures that Jefferson believed these people were persuaded to think and act a certain way. "His doctrines have received still greater injury from those who pretend to be special disciples, and who have disfigured and sophisticated his actions and precepts, from views of personal interest, so as to induce the unthinking part of mankind..." Jefferson packet p112.. It was this, the fact that these people were being subliminally brainwashed that Jefferson was so opposed to. That the "unthinking" part of the brain, which we call a conscience, did eventually take over the wa! Apparently Christians have attempted to rewrite history to make Jefferson sound as if he were full ...

Accounting System and Information Assurance

The following study evaluates the systems documentation as well as the risk analysis process of the business enterprise. The study states the context and level DFD as well as the process map in attaining organizational goals and as well as the objectives. There are many risks, which can pose a threat to the business sustainability of the enterprise. JK retail is a family owned business enterprise and keeps one cashier to record the financial transactions in the business enterprise. Thus, there can be several issues, which shall have an impact on the financial sustainability of a business entity. According to Dowling (2014), there can be several complexities in the retail business, which needs to be handled in an appropriate manner. Thus, there can be discrepancies in the recording of funds for the business entity. In addition, keeping a finance executive for the business enterprise shall result in greater pressure on a single individual. Kim and Solomon (2013) stated that the systems documentation as well as the risk analysis of the organization is an important part of the operational strategies of the organization. The following study states the context and the level DFD as well as the risk analysis procedure in the business organization. Besides this, the process map in the business organizations shall state the consumer payment procedures in the business entity. Thus, the payment procedures in the business organization shall have to be stated, to assist consumers for the payment of taxes in the business organization. 1. The context and level DFD in the business organization shall reflect the operational as well as the marketing policies implemented in the business organization. The context and level DFD in the business organization shall consist of the three stages of the business entity and that shall consist of the Process order, Cyber back as well as shipping and the execution of goods. Alewine and Stone (2013) state that these three stages in the context and   level DFD in the business organization shall ensure smoother business functionalities.   The cyber check in the business organization shall consist of the verification of the credit card in the business organization and the credit card company in the business entity. According to Griffin and Wright (2015), the customer in the business organization shall have   an influence   on the operational strategies of the company. Therefore, Kissel (2013) customer views and behavior in the workplace would have an impact on the marketing and the operational process of the business entity. The process order in the business organization takes the necessary customer order and offers the acknowledgement to the customers. This is the initial stage of the customer decision process in the organization. Therefore, it is necessary for the business entity to determine the necessary business policies of the organization. The cyber check is the next process in the operational processes of the business entity. Hardy (2014) mentioned that the shipping process in the business entity would help in discharging the goods to the consumers. In this regard, it can be stated that the shipping process shall also refer to the developing sales vouchers for the business entity to facilitate the sales of the goods of the business entity. In this regard, it can be stated that these three stages are interlinked and have an influence on the total sales and the consumer buying process in the business organization. Therefore, these steps shall help the business entity in the development of pertinent business strategies for the business enterprise. Zhou, Hou and Zong (2016) stated that the management of the business entity has to consider the factors like the external market environment like the economic factors of the country as well as the changes in the market trends. Therefore, the context level DFD in the business organization shall help the management of the business organization to determine the business policies of the organization. 2.The business process mapping involved in the operation shall assist   the business enterprise   in the development of organizational goals as well as the   objectives. Following is the process flow chart implemented in the   business organization Here, it can be stated that the accounts payable department shall receive the payment of good from the suppliers. As such, the invoice payment shall have to be reviewed for compliance. In other words, it shall have to be evaluated that the invoice meets the requirements of the sales processes in the business organization. If the goods do not match with the invoice requirements, it shall be returned to the suppliers. The invoice requirements are duly met, the invoice placed on hold and as well as the debt shall be notified of the necessary action taken by the business enterprise. After this, the sales revenue shall be placed in the payment Queue and the payment system shall be processed in the business organization. The payment processes is the last stage and can be done manually or through the internet. 1. There are certain risks present in the existing cash payment opportunities in the business entity. The cashier primarily maintains a manual process so as to aid the business enterprise in the development of organizational strategies in the business entity. There is a scope of discrepancy and embezzlement of the funds. Besides this, the recording of the cash transactions is a complicated procedure and thereby, have an adverse impact on the financial sustainability of the business entity. Hall (2012) have stated that the manual procedure of the business enterprise should have an adverse effect on the manual processes of the business enterprise. This would require a considerable time and effort on the part of the employees in the business organization. In this regard, it can be stated that the cashiering process is lengthy as well as time consuming and would slow down the business operational policies of the business entity. Since the cashier needs to match the amount with those of the cashier as well as the manufacturing processes of business enterprise. It can be stated that the amount matches with the amount stated in the sales order. Therefore it is necessary for the business entity to determine the accurate balance stated in the sales receipt order.This shall assist the cashier in executing its duties in an effective manner   In certain circumstance, an error from the sales receipt order of the business entity shall lead to financial irregularities in the sales process of the business entity. As such, the total payment procedure is dependent on the sales personnel of the business entity. It can be mentioned that the recording of the cash transactions of the business entity is a detailed procedure, which possess a considerable risk to the financial sustainability of the entity. Sundem et al. (2014) stated that the business entity offers the following two receipt books as stated below - this relates to one for cash as well as one the other for the credit card receipts. As such, these two receipts shall help the business entity in recording the financial situation of the business entity. JK retail is a family owned business entity and possess a healthy cash flow. However, there is only a single cashier who receives the payment of cash and issues cash receipts for the organization. As such, the financial processes are dependent on the recording of cash transactions for the business entity. This also can lead to issues for the business enterprise and have an impact on the operational processes for the business enterprise. Moghadam et al. (2013) mentioned that the cash transactions of the business entity should have to be paid with the payment of cash for the business entity. The payment of taxes is another important issue that has shall be paid on the payment of taxes of the organization. In this regard, it can be said that the payment of taxes is one of the mandatory process in the organization. As such, it is necessary that the business entity shall have an impact on the management of the business entity. The incorrect assessment of the financial condition of the business activity shall lead the business entity in attaining   growth and sustainability in the   market. Thus, the role of the cashier shall depend on the job functionalities of business entity. As such, the sales personnel have to correctly assess the financial condition of the business entity to enable the business enterprise for the development of authentic financial strategies of the business entity. The risk assessment of the job role of cashier shall have an influence on the marketing and the operational policies   of the business entity.   2. The cash recording procedures of the business entity shall have an impact on the business enterprise shall facilitate financial sustainability and growth in the domestic and International market. Domeika (2015) mentioned that the cash recording procedures of the business entity should have an impact on operational, financial as well as the marketing procedures of the business enterprise. Being individual personnel, the cashier of the organization has to examine the sales vouchers adequately to negate any discrepancies in the management of the organization. Thus, this shall have a difficult task for the cashier in the business organization. Besides this, Shul'ga (2014) stated that the return of goods by the customers should require additional time and effort as well as pertinent financial strategies from the business entity. Therefore, it is necessary that the goods have to be unaccounted in developing actual financial strategies that reflects the financial condition of the business entity. There are additional measures that has to be taken by the business entity in the consist of bad debt as well as the provision of bad debts in the organization. Therefore, the cashier of the business organization has to take pertinent measures have taken care of such expenses in the business organization to promote organizational growth in the domestic and international market. It can be stated that JK Retail shall have many pertinent issues in the existing cashiering position. This includes heavy workload as well as the complexities in the financial transactions of the business enterprise. The management of JK Retail has to respond appropriately for the business enterprise so that the cashier gests the necessary guidelines and help for the development of   marketing as well as   the operational strategies of the business entity. Besides this,, such a situation can lead to the incorrect assessment of the financial situation of the business enterprise. Apart from these factors, it can lead to financial discrepancies in the books of accounts for the business enterprise. JK retail is a family owned business entity, has achieved considerable sales revenue, and consists of a healthy cash flow in the existing year. The systems documentation shall have many stages in cash payment procedure of the business organization. As such, E-commerce, Cyber check as well as shipping or the execution of the order of the goods would have an influence on the financial sustainability of the business entity. The proper verification of the vouchers in the organization is one of the primary responsibilities of the cashier in the business organization. Thus, the sales personnel as well as the cashiers in the business organization shall develop an important role in assisting the management of the organization in aiding the customers in the store for the payment of bills in the organization. Alewine, H.C. and Stone, D.N., 2013. How does environmental accounting information influence attention and investment?.  International Journal of Accounting & Information Management,  21(1), pp.22-52. Domeika, P., 2015. Creation of the Information System of Enterprise Fixed Asset Accounting.  Engineering Economics,  60(5). Dowling, C., 2014. A Big 4 firm's use of information technology to control the audit process: How an audit support system is changing auditor behavior.Contemporary Accounting Research,  31(1), pp.230-252. Griffin, P.A. and Wright, A.M., 2015. Commentaries on Big Data's importance for accounting and auditing.  Accounting Horizons,  29(2), pp.377-379. Hall, J.A., 2012.  Accounting information systems. Cengage Learning. Hardy, C.A., 2014. The messy matters of continuous assurance: Findings from exploratory research in Australia.  Journal of Information Systems,28(2), pp.357-377. Kim, D. and Solomon, M.G., 2013.  Fundamentals of information systems security. Jones & Bartlett Publishers. Kissel, R., 2013. Glossary of key information security terms.  NIST Interagency Reports NIST IR,  7298(3). Moghadam, H.M., Akhavansaffar, M., Bakhshaei, Z. and MirHosseini, S.Y., 2013. Effect of investment in information technology system on providing desired services of accounting information system.  Elixir International Journal A,  55, pp.13268-13273. Shul'ga, S.V., 2014. Information disclosure in financial statements: evolution of national systems and integration determinants.  Journal International accounting,  38, p.332. Sundem, G., Bradbury, M., Spicer, B. and Wells, M., 2014. The Search for a Better Accounting System: The Overlooked Concern.  Accounting Education for the 21st Century: The Global Challenges, p.465. Zhou, Y., Hou, S.J. and Zong, K., 2016. Ecological Accounting: Current Situation, Problems and Thinking This work is supported by the National Social Science Fund Project â€Å"Regional Ecological Economic Benefit Evaluation Method Based on Multi-statistical analysis combining space†(13BJY026) and the Ministry of Education humanities and Social Sciences project,â€Å"Ecoefficiency evaluation of coal mining areas†(14YJCZH236).

Assignment 5 Practice Problems Example | Topics and Well Written Essays - 250 words

5 Practice Problems - Assignment Example Depending on the government it can be adverse or favourable. If the US dollar is strong against another currency, it leads to increased demand of imports as prices go down. This inturn weakens export as foreign goods appear to be expensive outside the country. Importers prefer strong local currency while exporters prefer weak local currency (Econedlink par 11) For an export business based in the US the ideal situation would be if the dollar weakens, this makes it attractive for foreigners to buy goods from US, but if it appreciates it, makes foreign goods seem expensive. To balance this fluctuation the company needs to cut the dollar price to match the prices in pounds (Econedlink par 11). 4. Suppose that you are a U.S. producer of a commodity good competing with foreign producers. Your inputs of production are priced in dollars and you sell your output in dollars. If the U.S. currency depreciates against the currencies of our trading partners, b. your competitive position is likely worsened. When the dollar appreciates, this makes foreign goods seem cheaper and this improves their position in the market, but when the dollar depreciates the price of foreign goods seem expensive and this may probably worsen the position of foreign business (Econedlink par 11). 5. Suppose your firm invests $100,000 in a project in Italy. At the time the exchange rate is $1.25 = â‚ ¬1.00. One year later the exchange rate is the same, but the Italian government has expropriated your firms assets paying only â‚ ¬80,000 in compensation. This is an example of It does not matter the exchange rate, what counts is the fact that the government has taken over a private own business. The government does this without the owner’s consent but there must be compensation (Meridian Finance par 1). Upenn.edu Chapter 1 Globalization And The Multinational Firm Suggested Answers To End- Of-Chapter Questions. 2014,

An analysis of the main character Lt. Henry in A Farewell to Arms Essay

An analysis of the main character Lt. Henry in A Farewell to Arms - Essay Example Lieutenant Frederic Henry is a young American who feels a strong obligation to serving the Italian army, but seldom finds himself without enjoyment. He interprets himself as a man of duty. The experience on the battlefront does not modify his self belief or feeing of honor; nor does he expect any praise for his services as a soldier. During duties in the war, Henry is seriously wounded on the battlefield and sent to the hospital in Milan for knee operation. His friend Rinaldi criticizes him for his injury and the medals of distinction that Henry may receive. Rinaldi stated, â€Å"You will be decorated. They want to get you the medaglia d’argento but perhaps they can get only the bronze.† Henry said, â€Å"What for?† Rinaldi replied, â€Å"Because you are gravely wounded†¦. Did you do any heroic act?† Henry’s frustration with his friend insisting on lobbying for a medal goes without notice, â€Å"No†¦ I was blown up while we were eating ch eese† (63). This clearly shows how Henry distances himself from nonfigurative thinking as faith, honor, and patriotism and also displays the spirit of his personality. During his recovery in the hospital, he feels very fortunate that Miss Barkley is transferred to Milan, and allowed to be by his side. During this time of healing, Henry and Catherine’s love blossoms causing him to stay with her and not return to battle. Catherine’s feelings are so strong for Henry that she considers their relationship to be a feeling above all belief, â€Å"You see, darling, it would mean everything to me if I had any religion. But I haven’t any religion†¦ You’re my religion; you’re all I’ve got† (116). This relationship is seemed to be surprising for the fact he barely knew her and much like his friend, Rinaldi, who forever longed for a night’s simple pleasures. Unaccustomed to such feeling of love and desire, Henry realizes that this new feeling is

Science Education in Primary School Years Essay Example for Free

Science Education in Primary School Years Essay Introduction The importance of science in the education of schoolchildren goes beyond just providing the first steps in producing the next generation of scientist. Since science is becoming a large part of political debates such as in global warming, nutrition and energy (DeBoer, 2000) at least a basic understanding of how science works and what conclusions it can draw needs to be appreciated by the general population. The scientific literacy of a nation is therefore becoming a key element of some very important social and political questions that have to be answered by a population most of whom don’t have a scientific background (Nelson, 1999). The Nutt scandal demonstrates a recent example of the clash between what science informs us and the impact it can have on social and political debates. The Nutt scandal centred around a number of remarks made by David Nutt, the former chairman of the Advisory Council on the Misuse of Drugs. (Nutt, Governments should get real on drugs, 2009) Nutt published a journal article in 2007 discussing how the current classification of drugs in the United Kingdom was neither consistent nor transparent. He made recommendations to the government to change the classification so it was based on scientific research rather than by social pressures (Nutt, King, Saulsbury, Blakemore, 2007). However the impact of his review on the classification which said ecstasy was â€Å"no more dangerous than horse riding† eventually led to him losing his job (Nutt, Equasy an overlooked addiction with implications for the current debate on drug harms. , 2009). The lack of appreciation for the scientific research was deemed to be less important as the socio-political climate surrounding the issues of drugs (to send a message to drug-users) (Easton, Ecstasy: Class A drug? , 2008). However, a more scientific rationale may have helped introduce a less emotionally heated-debate about drugs, in turn dissipating more information and educating the wider public by raising greater awareness and openness (Easton, Scientists v Politicians: Round 3, 2009) while at the same time dealing with drug use and possession in a more proportionally manner (BBC News, 2009). It is in these and other debates that an appreciation of science is needed by those who do not have a strong scientific background, but the teaching of science has a greater impact than just in Page 5 of 37 increasing the scientific literacy of a nation. Science is also an important tool in allowing pupils to utilise skills taught in other parts of the curriculum such as in literacy and numeracy (Hammerman Musial, 2007); science provides a way to apply what may otherwise be abstract aspects of mathematics, for example. As it stands, the curriculum in Scotland is based around four main principles and is called the â€Å"Curriculum for Excellence†. These are to produce children who are successful learners, confident individuals, responsible citizens and effective contributors (Education Scotland, 2011). It would appear that integration of one subject into another to develop these attributes is an important part of the government’s aim to develop good learners and citizens. CfE has been the curriculum for Scotland in two iterations; one that began in 2004 and the other in 2010 (Education Scotland). The reasons for the implementation of CfE included the feeling that teachers were only touching on topics rather than going in-depth as the previous curriculum had a lot of material to teach in it, pupils weren’t as engaged with the content, pupils were spending too much time preparing for exams and they weren’t actually learning new things, and also that some lessons were out of date (MacKinnon, 2009). From the beginning, the curriculum had established the importance of science and in a review from 2006, the CfE defined its aims for science as â€Å"to stimulate, nurture and sustain the curiosity, wonder and questioning of young people† (Curriculum Review Programme Board, 2006). Alongside CfE, there is also a supporting network of science specialists called Glow which allows further embedment of science into the curriculum. Through Glow, there are events in which students can ask questions to these specialists called Glow meets (School Science Summit, 2009). Some of the barriers to gaining the most out of science education include social factors such as class and gender (Oakes, Ormseth, Bell, Camp, 1990). The reason for these having an effect on accessing science is many-fold but includes the perception of science as being male-dominated (Steele, James, Page 6 of 37 Barnett, 2002) as well as factors such as the location of specialist schools, many of which are often in areas that are less deprived (Assessment of Achievement Programme, 2005). Research suggests that there is a difference in response between males and females when in an environment that appears to be oppositely gender biased; while females are more likely to feel vulnerable in these situations, men are less likely to be (Murphy, Steele, Gross, 2007). Many females also state that they are not interested in science (Hill PhD, Corbett, Rose, 2006), this, however, may stem from a variety of other factors including the belief that they won’t be able to succeed in that environment (Eccles, 2007). The majority of well known scientists are still mostly male which may diminish interest from females who may have the impression that there is a ceiling over how far they can take a career in science (Richardson, 2011). The effect of class, as previously mentioned, also plays a large part in the access of science by school children. Pupils in schools in England which teach science as three separate subjects at GCSE in more deprived backgrounds do better at A-levels though there are fewer schools in these areas providing the triple science option as described (National Audit Office, 2010). The reason for this maybe that the teacher training required and other changes needed to modify the curriculum are harder to justify financially for these schools. The impact of this discrepancy may also mean that children from poorer areas won’t have the same chance to succeed and therefore not be able to break out of their class.. Other barriers include factors such as the quality of teachers, both by way of confidence and knowledge (Harlen, 1997) . Teacher confidence has a direct impact on the uptake of science. It appears to be in science that teachers have the least confidence when compared to other parts of the core curriculum (Harlen, 1997). Many teachers have a background in degrees other than science (Holroyd Harlen, 1996). That primary educators do not have specialist knowledge in science means Page 7 of 37 that they struggle to portray the same confidence as they can in numeracy, literacy and art. Female teachers have less confidence in teaching science than their male counterparts and this does not help to relieve any of the pressure on female pupils who will struggle to relate even more to females in science (Harlen, 1997). Studies also suggest that teachers have more confidence in teaching biology than physical sciences and this is probably due to the ability to relate the material to real life; which is easier with biology than other sciences. However, a lack of knowledge and confidence in teaching science can be overcome with greater teaching experience and therefore the teaching of science to those who lack confidence should be able to be taught to primary educators. As with the lack of visibility of female scientists, another component in the difficulties found in promoting science education is the visibility of science as a career. The role models of young people are often in the entertainment industry such as musicians and actors. This may mean that children are therefore more likely to talk about what is going on in a TV show than they are to discuss science and therefore their interests are constrained to just within science lessons (Dindia Canary, 1998). If discussions could be opened up to include science into the everyday life for pupils, then they would probably be better at finding their own interest in science. Primary science is often too general and doesn’t give much way to the discovery of one’s own strengths and interests in science, something the CfE is trying to change. Moreover, practical work is often not employed as a teaching method for reasons that include financing, and health safety (House of Commons Science and technology Committee, 2011). However, practical work is very important in building skills providing a way for pupils to find excitement in science (Wellington, 2007). It also helps to provide a greater classroom dynamic where pupils can talk to each other and their teacher more which is an important in the teaching of science at this level (Atkin, 1998). Groups work furthers this too allowing pupils to discuss the content and be more engaged with it, however, as well as a lack of practical work, science lessons often lack group work focussing more on worksheets as an alternative. Lessons are often taught in a one way direction from teacher to pupil with very little interaction with the Page 8 of 37 content itself (Assessment of Achievement Programme, 2005)This project looked at teaching of science in primary education by visiting a school, St. Patrick’s Roman Catholic Primary School in Finnieston, Glasgow as part of the Undergraduate Ambassador Scheme which is itself part STEMNET. Here, it was possible to observe the teaching of science as well as assist in the coordination of science and teach genetics-specific modules to a P7/6 class. . Page 9 of 37 Methods Through working with the science coordinator, the curriculum could be looked at as well as the teaching methods that were used. Discussions with pupils would provide information about their needs in science and what they may be lacking from their current education. It would also be possible to observe the classroom dynamic and consider what ways in which this could be improved to engage pupils more and enable better learning of science. It was anticipated that genetics would be a difficult subject to teach and therefore careful consideration had to be taken to ensure that it would be pitched at the right level for the P7/6 class. Due to the small number of students, many of the year groups were mixed so there was a combination of ages; more able P6 students and P7 students. Their exposure to science was quite limited and the curriculum itself did not appear to provide them with the knowledge and skills that would have allowed the lessons to be pitched at a higher level. Therefore, starting at a molecular level would have been a poor choice as their grasp of molecular ideas would not have been very strong. It was therefore decided to start with broader ideas that they may be more familiar with such as adaptation and habitation which are already part of the curriculum and then move into more molecular details. By going through the history of genetics through some of the key experiments and having the pupils do these experiments or a variation thereof, it was hoped that the scientific skills of hypothesising, testing, collecting data, analysing data and concluding could be built. It was more important to pass on these skills as the knowledge may not be useful to them in their career paths. St. Patrick’s RC Primary School The link to the primary school, St. Patrick’s RC Primary school, was set up as part of the Undergraduate Ambassador Scheme. The aim of this scheme is to encourage and assist in the teaching of science and related subjects in interested institutions using undergraduates as part of their Honours projects. The UAS is run as part of STEMNET which runs a number of other programmes in primary and secondary schools across the United Kingdom (STEMNET, STEMNET: Page 10 of 37 Vision and Purpose, 2010). They are also involved in running activities outside of educational institutions such as in museums and in running science festivals. STEMNET has 45 local contract holders to which ambassadors are assigned; the West of Scotland has its local contractor based in the University of Glasgow and is called Science Connects (STEMNET, Local contacts: West of Scotland) which is the local contractor that helped with this Honours Project. Dr Rob Aitken was in charge of allocating places for students interested in the UAS and it was through the School of Education at the University of Glasgow that he was able to find interested schools and set up links. Once a school was found, arrangements were made to establish a footing in the establishment. A meeting was set up with the head teacher of the school, Susan O’Donnell. With her, the science education as well as other aspects of the curriculum was discussed. It was decided that a Friday slot at 0930 would be used to teach a genetics module to the P7/6 class. Wednesday was the only day that science was taught to the pupils and this was done by Tom Fabling so it was decided that assistance could also be provided to him to embellish the science curriculum at the school. On the same day as the meeting with the head teacher, an arose to shadow the P7/6 class opportunity while they were learning literacy. Unfortunately, this was on a Friday so shadowing of science wasn’t possible. A seat was placed on the side of the class to allow for observation of the ability of the pupils as well as to watch the rapport between the class and the teacher. From this session it was also possible to see the lesson structure and the teaching techniques that the teacher felt was most comfortable with the class. Page 11 of 37 The science coordinator, Tom Fabling, had collected data about the students by way of short questionnaires which he provided copies of. He also provided copies of the original questionnaires. As well as teaching science modules on a Wednesday, Fabling was also in charge of the science resources and having a hand in the discussions around the curriculum. Later in the year he would also set up a science club for which he would be able to utilise the materials. Returning the next Wednesday of term allowed both shadowing and assisting in the teaching of science. Through speaking with the pupils their needs in science were better elucidated and this provided a number of things to consider when teaching and assisting teaching in science and allowed for a better observation of the science in action in the school as the teaching of science is very different to that of literacy. From this, the scientific literacy of the pupil’s could be surveyed and enquiries could be made into what they wanted from the science curriculum. Assisting in science teaching would take place every Wednesday and would include both teaching and providing resources from the University to aid in the teaching of science. For example, the first Wednesday looked at static electricity. Science Connects kindly made available a van der Graaf generator as well as a number of other teaching resources such as confetti and balloons. A lesson was then planned around the van der Graaf generator to teach static electricity as well as the molecular ideas behind it. Every Friday, a module of genetics would be taught to the P7/6 class to enable them to understand a discipline of science that they were previously unaware of. The lessons were planned beforehand and would take the journey from classical genetics to molecular genetics with the aim of allowing the pupils to delve deeper and deeper into what a gene is. For example: looking at speciation through Darwin; pea plants and breeding through Mendel; DNA extraction through Miescher; and the DNA model through Crick/Watson. It would conclude with a look at some of the applications of genetics as a career such as in forensics and human genetic diseases. Unfortunately, Page 12 of 37 the project was cut short and so only one module of genetics was taught to the class focussing on Charles Darwin and his voyage with the HMS Beagle. The class was made up of pupils from various backgrounds. A number of children were known to frequently misbehave and disrupt the teaching in the class. The class was made up of ten boys and eleven girls so there wasn’t much of a gender bias in the class. It was expected, however, that friendship groups would be mostly single-sexed (Graham Cohen, 2006) and therefore interactions with groups would have to take this into consideration. Similarly, friendship groups are often mostly single-â€Å"raced† and this would also have to be taken into account. While this may not be good for social dynamic, it does make teaching easier if it is thought that certain teaching methods are better for one group over another. Another distinguishing factor was how well English was understood in the class. However, apart from one pupil, the pupils understood it well. Genetics lesson plan: Charles Darwin and Evolution This lesson began with a quick questionnaire to gauge the knowledge of the pupils. The questions covered various aspects of science and, with the rest of the lesson, were displayed by an overhead projector linked to a computer. The class remained in their usual groups and were provided whiteboards and pens to answer multiple choice questions such as: Which of the following is a famous scientist? A. Isaac Newton B. Dawn French C. Mahatma Ghandi. It was thought that if the pupils didn’t have an individual worksheet then they wouldn’t feel as self conscious about their answers. It was also hoped they wouldn’t feel as much pressure if they didn’t get any right answers as there was no way to know if that was the case. Page 13 of 37 After this, a portrait of Darwin was shown and then the lesson moved into his life, his career, voyage with the HMS Beagle, and his impact on science. To demonstrate how certain features evolved, a spot the difference was done between similar looking animals which were one of either a shark, a bird or a horse but with subtle differences as can be seen in a completed version in Figure 1. The activity was produced to open discussions about these differences that may make some â€Å"species† more adapted to one environment over another, much like with Darwin and his finches. These were drawn by hand, photocopied and edited without using a computer. Figure 1: One pupils completed Darwins spot the difference A map with different habitats was created prior to the lesson. The map had various islands and water features that were described as such: †¢ †¢ †¢ Not much grass Small bushes Some fruit. These were associated with the features of the animals and so allowed them to think about which habitats would encourage the selection of which features. To round off the lesson, a picture of a ten pound note was shown, as in Figure 2, which shows Darwin on the right hand side alongside his work on the left. It was thought that this was a very good way to summarise the lesson and give the pupils something they could tell others about. Page 14 of 37 Figure 2: An English ten pound note [source: http://www. thednastore. com/images/coins/scan0034m. jpg] Questionnaires Unfortunately, the time spent at SPRCP was cut short due to a lack of positive chemistry with the P7/6 teacher and therefore data was collected to gain further insights into the teaching of science at primary level. An email-based questionnaire was sent to fellow undergraduate ambassadors and a Google Docs(r) form was passed to Primary Education students. The questionnaire to other ambassadors (as in Appendix A) looked at their experience with the primary schools they were in. Of particular interest was the rapport between the pupils and teachers especially in terms of interaction and activity. The questionnaire that was sent to the Primary Education students at the University of Glasgow (as in Appendix B) looked at the knowledge and attributes that they could bring to teaching science at primary education as well as their expectations. Analysis of the questionnaire’s included judging the content of responses and categorising them so that responses could be compared. Page 15 of 37 Results Charles Darwin and Evolution lesson At the beginning of the first lesson – to gauge the ability of the pupils – a questionnaire was presented on different aspects of science. Unfortunately the results from this weren’t recorded, however it appeared as though the knowledge of general science was good in the class. Questions on the solar system, and people in science were answered well (see Appendix A for questions) but genetic and more specialised aspects of science were less well understood. Such aspects of science as the definition of evolution and the evidence which supports evolution was poorly answered. Also, the pupils did not know what a gene was, which was not surprising considering the age group. Shadowing and assisting Tom Fabling allowed for a rapport to be built with the pupils and therefore they seemed more interested and engaged with the content. Though the lesson was quite lecture style in some parts, it was intersected with activities which meant that the pupils had to be focused throughout the lesson. During the more lecture style parts of the lesson, the pupils were also able to ask questions. These questions covered a vast amount of topics such as about the process of fossilisation, how â€Å"monkeys† became â€Å"man†. The quality of question were overall quite good and this allowed for pupils to gain greater insight into aspects that they were finding difficulty with. The questioning also showed that they were engaged with the material. The questions would also have allowed for furthering tailoring of future lessons by considering the demands of the pupils. The command â€Å"thumbs up or down† would be used to allow the gauging of how well the pupils understood the material. Looking at a ten pound note at the end of the lesson which has printed on it Darwin alongside his work seemed to summarise the lesson really well. It also provided the pupils with something they could tell others about as they could describe the different aspects of the work and relate it back to the ideas from the lesson. Page 16 of 37 At the end of the lesson, feedback was requested and some of the pupils definitely found it interesting even if they hadn’t fully understood all the content. The teacher said that the activities and content were pitched at the right level but too much material was covered in too little time and that in the future more concise lessons should be done. Science teacher assisting Input in the teaching of general science was greatly appreciated by Tom Fabling as his own knowledge of science is based around his interests rather than from a degree in science and therefore his scientific knowledge can sometimes be limited. Since he sometimes struggled to teach science, his methods for teaching often revolved around more arts techniques. This included activities such as drawing equipment rather than asking questions or having more interaction with the pupils. Wednesday is the science day at the school and as such, Tom Fabling teaches each class a certain aspect of science. The theme for one of these days was Guy Fawkes Night and there was very little mention of science. While there is significance to Guy Fawkes Night in a social and political arena, there is little bearing in science and this topic would be better suited to history or citizenship. During the assisting, it was possible to open the discussion about the Night into science by discussing gunpowder, its composition and how explosions work. Another example of where a citizenship module was used as a science module was with â€Å"Drugwise† which looked at the use of illegal substances. The disadvantage of teaching about drugs in schools is that is heavily based on shock tactics and not about providing information (BBC News, 2002). One of the activities involved pupils drawing what they would think a drug user would look like. Most of the pupils drew someone who looked scruffy, had no teeth or hair, bad skin, etc. ignoring that people from all background could be drug users (Pedersen Skrondal, 1994). The medical side of the education is also only in the negative effects and the cause-and-effect of drugs, something important in science, is inevitably neglected as it shows what drugs can do in a way which is not damaging in the short-term or at all (Kinder, Pape, Walfish, 1980). Page 17 of 37 Looking at some of the questionnaires that Tom Fabling had collected from the pupils, there are many questions that did not appear to be scientific amongst those that were. Questions such as â€Å"What planet do you live on? † are probably too easy and questions such as â€Å"Isaac Newton dropped an apple and discovered g______† are based on an apocryphal story. Such questions were probably there to make pupils feel more comfortable as it would be more difficult to get no marks at all but the overall calibre of the questions were not particularly well picked. However, without a good appreciation of the requirements of the curriculum it is hard to make a definite conclusion. Apart from the older classes, P5/4 and P7/6, there is very little that distinguishes individual students by way of achievement on the test as can be seen in Figure 3. In the older classes it can quite clearly be seen that there are some students who were a lot more challenged by the questions than others. If the individual topics where pupils were struggling with were recorded then it would help in identifying weak points that could be later worked on. 2/10 4% 5/8 19% 10/10 41% 6/8 23% 7/8 27% 9/10 18% 8/8 31% 6/10 23% 7/10 9% 8/10 5% P3/2 class P4/3 class 15/15 21% 6/15 13% 8/15 4% 9/15 4% 10/15 9% 11/15 4% 12/15 8% 14/19 5% 16/19 5% 3/19 5% 4/19 9% 5/19 5% 6/19 5% 7/19 5% 8/19 5% 13/19 14% 12/19 10% 14/15 8% 13/15 29% 9/19 11/19 14% 10/19 9% 9% P5/4 class P7/6 class Page 18 of 37 Figure 3: Graphs showing the results of science tests from different-aged classes The segments of the pie charts show the percentage of students that got a specific mark. The labels have two numbers; the upper being the mark and the lower being the percentage of pupils with that mark. Looking at the science topics, there are also points which suggest that the teaching of science As previously mentioned, some of the topics such as â€Å"drugwise† would be better placed in other parts of the curriculum. Also some of topics for younger students such as toys, clothes, etc. that are also not strictly scientific. Table 1: Science topics at SPRCPS Primary 1 †¢ Starting school Aug-Oct Primary 2 †¢ Ourselves – Our bodies Primary 3/2 †¢ Dental health Primary 5/4 †¢ Healthy eating Primary 6/5 †¢ Healthy living Primary 7/6 †¢ Substance abuse (Drugwise 2) Oct-Dec †¢ Light and darkness †¢ Fruit and vegetables †¢ Wheels †¢ Materials †¢ Clothes †¢ Buildings †¢ Trees – Autumn †¢ Toys – Technology †¢ Changes in autumn †¢ The seasons †¢ Electricity †¢ Electricity †¢ The Solar system †¢ Research †¢ Weather †¢ Magnetism †¢ Under the sea †¢ Under the sea Jan-Mar †¢ Friction †¢ Air travel †¢ Research †¢ Birds and minibeasts Apr-Jun †¢ The seashore †¢ Mini-beasts and plants †¢ Robotots – technology †¢ Toys †¢ Robotots – technology †¢ Toys †¢ New life on the farm The lesson on static electricity that was part of the general science assisting was mostly a success. The children were very engaged with the lesson that was taught. However, the van der Graaf generator did fail for a period of time which was unfortunate but other activities were also available such as picking up confetti with a balloon that had been charged up by rubbing against the pupils’ hair. Due to a misunderstanding it was not known how much time would be spent on teaching this topic; a short demonstration of the van der Graaf generator turned out to be a whole lesson on static electricity. Tom Fabling highly praised the lesson and commented that he had learnt Page 19 of 37 from it too. Other members of staff were also provided an opportunity to view the demonstration and were as enthusiastic as the pupils. Questionnaires UAS questionnaire The general consensus from other students who were on the UAS was that they and the schools they worked with had a very positive experience. The questionnaire was completed by five UAS students. Most of the students (4/5) shadowed the teacher before starting their own teaching. This would have given them the chance to evaluate the confidence, knowledge and lesson styles, etc. of the teacher. As can be seen from Figure 4, more of the teacher’s were confident than weren’t. The reason for this was either down to the science background of one of the teacher’s (they had a degree in science engineering) or down to a large amount of teaching experiencing (one had taught for 25 years). The teacher with the degree in science engineering was quite apt when it came to science knowledge, as was one other teacher; two teachers were judged not have a very good knowledge of science. The teaching techniques for most of the classes didn’t vary greatly with most teachers opting to use paper-based (e. g. worksheets, books, etc. ) and computer-based (e. g. looking up articles/videos on the internet) activities over practical activities. This also shaped the lesson structures which was described in one school as being â€Å"very lecture style†. The lack of practical work – which would have been hands-on and exciting for pupils – also meant that there wasn’t much group work involved. Another disadvantage of this is that group work encourages pupils to help other pupils and allows them to appreciate each other’s ability in a subject area opening discussion between pupils rather than limiting it to between the teacher and pupils. It can often be daunting to ask questions in front of classmates and therefore it is often good to develop the chemistry of groups to encourage information flow between pupils. Page 20 of 37 Since most of the science lessons were not taught in a practical manner, it is not surprising that the science resources of thes schools need not contain more than books though one school these books, did have a dedicated â€Å"science cupboard†. There were a lot of resources at SPRCPS but they were poorly organised and therefore difficult to locate equipment. Figure 4: UAS students’ perception of the normal teachers qualities This figure summarises the responses to the questionnaire about how the students who shadowed the usual teacher felt about their certain characteristics and the availability of resources. Confiden and science Confidence knowledge were measured mostly by responses that had a â€Å"yes† or â€Å"no† answer. Teaching techniques were judge by variety therefore mostly paper paper-based lessons would be considered negative. Lesson structures were also . judged by variety and science resources by availability. ce As well as bringing subject expertise, and ease with teaching the subject that they were (Murphy, Beggs, Carlisle, Greenwood, 2004) another advantage of having a student from UAS was 2004), that some financial support was provided towards the cost of teaching resources. This meant that inancial pupils who may have been less familiar with practical activities were given that opportunity and this would have effected not only the structure of lessons, making it easier to focus, but also the easier enthusiasm of the pupils towards science. One of the important things to note is the difference in having a younger person or a student teach pupils. Pupils may relate more with students than teachers as they are both young and in education (Goebel Cashen, 1979) and therefore will be happier to ask question Students also questions. don’t possess the same authority as teachers and therefore the divide between themselves and students is not as vast. Additional the generation gap is also not as wide, thereby creating the Additionally, , potential for a rapport to be built faster or more strongly. Figure 5 summarises how the pupils responded to the UAS teacher. Page 21 of 37 Figure 5 How the pupils at each of the UAS student’ schools responded to their presence As in Figure 4, the responses were judged to be either positive or negative. For the â€Å"using different teaching techniques†, negatively indicates that either it was unknown as to how the normal teacher teac teaches or that different techniques were not used. Also having teachers that have backgrounds in the fields they are teaching would make the interaction easier too. Not only can questions be aimed at the UAS students but, due to the background in more general science , questions in bro

Echo Personality Disorder :: science

Echo Personality Disorder The term Echo Personality Disorder was coined by British Psychosynthesis practitioner Patrick Hurst, as a replacement term for 'Inverted Narcissism' and 'Covert Narcissism' which later terms place unwarranted emphasis on narcissistic qualities of the personality, which in many of these individuals may not be a feature at all. EPD is a highly differentiated form of Dependent Personality Disorder, marked by behaviours of compliance and a need to 'mirror' significant others -parents, spouse, friends, employer. Individuals with EPD may be attracted to relationships with individuals showing marked narcissistic traits -people who need to be mirrored or praised- though this in no way forms a "standard" or "universal pattern" as is often claimed by theorists. EPD individuals may enter into relationships with a great variety of people, though at core there is a tendency to choose situations in which unrequited love will be the outcome. These traits -choosing significant relationships where love can never be satisfactorily consumated, and the tendency to mirror significant others- were motivating features for choosing the term Echo Personality Disorder. In Greek mythology Echo was the lover of Narcissus. In this myth Echo, a forest nymph, falls in love with the egocentric youth Narcissus, and when he shows clear signs of rejecting her she persists in her attatchement, and will not be moved from her aim. She finally satisfies herself with the masochistic task of echoing back to him all that he says. This too is a central feature of EPD behaviour in relationships, where the individual will mirror, echo, and compliment another at the expense of their own self-worth and dignity. This echoing behaviour, though, does not exhaust the mythological potential of Echo, even if commentators on the myth narrow their descriptions to this single episode with Narcissus. Echo also has relations with Zeus, Hera, Pan, and Gaia, which have a different coloration to those she has with Narcissus, and has many friends in the form of other forest nymphs -"sisters" as we would call them today; attesting to the complexity we find within the Echo personality constellation. Self descriptions of EPD individuals often relate a lack of self worth, and an accompanying fear of rejection, abandonment, and loss, as a result of feeling "unacceptable" to others. These agonizing fears are a driving force behind the above-mentioned interpersonal coping style (mirroring and reflecting others). These individuals protect themselves from rejection/abandonment by acting so agreeable to others, via their mirroring capacity, that chances of re-experiencing abandonment agony is brought to a safe minimum.

Childhood Essay

Be able to develop positive relationships with children and young people Explain why positive relationships with children and young people are important and how these are built and maintained. Positive relationships with children and young people are important for the child so that they can learn and develop to their full ability. If a child feels comfortable with you they would be more inclined to leave their parents in the morning easier. This makes the parent feel happier – leaving their child with someone their child enjoys being – and makes them feel less guilty about going to work. This also then means they can start to play and interact with other children. Through playing and exploring and socialising the child or young person will then start to participate in more and more activities. A good relationship with the child means you make them feel safe and secure and if the child has positive emotions it is more likely they will stay healthier and not get run down or ill. A positive relationship is also important because it is then less likely that the child will act out and behave negatively. They are less likely to act out and behave negatively if the child has a positive bond with you because you will know them well enough to cater for their wants, wishes and individual needs, therefore they will not feel frustrated or alone and will not need to act out to relieve stress or anger or to gain attention. A positive relationship is important as it helps a child develop confidence at a quicker rate and develop their language and communication skills quicker too. If a child feels comfortable with you they will start to talk to you more, providing you with the opportunity to assess where the child is at developmentally with their speech, language, knowledge and other aspects, and also find out about their personal interests. You can then set activities to help the child to further develop based on what they can already do and ensure the activity will fun for them by incorporating their interests into the activity. This means they can start to develop quicker and with the help of someone they have a positive relationship with. Having a positive relationship with a child will mean you know them well, their personality, their emotions, the little things. Therefor you can easily pick up on a difference in body language to know if there is something wrong, and also you begin to know what facial expression means what and so can address any issues quicker. Also with a positive relationship the child will feel like they can come to you and this is important so that they do not keep anything inside and instead share and resolve the issue so they feel calm again and happiness is essential in childhood. A positive relationship is built through trust. It’s the little things you do that helps you build up a positive relationship with the child. For example: – Giving them praise for doing something good – Giving them a cuddle when they need it – Helping and supporting them through the daily routine – Keeping them safe and feeling secure – having a positive relationship with their parents. All of these are ways to build and maintain a relationship with the child or young person and their career. Children and young people like consistency and stability, they like what they know and as long as you can be or are there for them consistently, and are positive towards them they will begin to form a bond with you. Evaluate own effectiveness in building relationships with children or young people When settling a new child into my room there are a few things I do to make them feel comfortable and hopefully build a positive relationship with them. Firstly, when a child or young person enters the room I always make sure I greet them, making eye contact, saying hello and smiling. I make sure I get down to their level and offer to give them a hug. I try to make the environment they walk into a positive one so they do not feel threatened or intimidated but more welcomed and wanted. I think this is effective as it is becomes a routine they can get used to – seeing me when they walk through the door – and will then instinctively start to say hello back and accept your offer of a hug. I also ensure I am always happy and have a chat with their parent or guardian. I think if the parent and you have a positive relationship the child will pick up on this and start react that way too. I think it’s an effective method to use as they do not see you as ‘the person that takes them away from their parent or guardian’ but instead sees you as a friend of theirs and their parent/guardian. I also find another very effective way to build a positive relationship with a child or young person is to constantly encourage them. Giving them a variety of toys and saying ‘oh what’s this? Would you like to play in the sand? ’ ect. This promotes to them you are fun and want to play with them. Children usually like someone to play with however this is not always effective if the child’s individual preference is to be left alone. In which case it is better to build the relationship by giving them their space, but making sure you are there for them when they need you for example, they are upset and you give them cuddles and/or words of reassurance. We recently had a little girl start and every day she will sit at the breakfast table. For a couple of weeks now I have been smiling at her and asking if she wants to come play. In the past she hasn’t, but by not being too pushy and letting her settle in at her own pace, she has started to smile back and will sometimes gain the confidence to come and join me in playing in the sand for example. Therefore, patience, understanding but persevering too is an effective way to build a relationship with the child, letting them have their own time to get used to you, trust you and like you. A method I use to build a relationship with a child is to just always be in the room paying and having fun. If a new child see’s you having fun playing and the children you are with doing so too they will normally begin to do so to. I think this is effective because the ‘fun factor’ is something I have found no child can resist. Also the fact that you are always there they can get used to you quicker the more you are available to them. If you ask the children or young people questions I find they begin to come out of themselves more, however there is the potential of a language barrier and so the effectiveness of asking question is non-existent. In this case it is effective to learn some of the child’s key words in their language and communication is an effective way of building a bond with a child. If you are seen to be trying the child will recognise this and begin to try to. I have in the past learnt key words in another language and began to say it in their language and then English, this has been effective as they have wanted to learn and hey used to come ad sit with me a lot just practicing these few English words. However, I only found this effective once the child had settled into the setting and was used to being there.

Children and Childhood in Somalia

Describe ‘some' significant aspects of your own childhood and show how these differ from the experiences of children growing up in other times and cultures. Within this essay, I aim to discuss aspects of my childhood of which I deem significant, and further compare these experiences, showing not only how they differ, but also the similarities, between childhood during the Victorian era in Britain, and a different culture, specifically the African country of Somalia. The United Nations Convention on the Rights of the Child (UNRC) states that all children, 17 and under, live a safe, happy and fulfilled childhood (Clark; 2010).Growing up in 1990's and 2000's Britain, the children of my era were fortunate enough to be under such protection. Somalia has no such government in charge since the 1990's, therefore is one of only two countries to have not signed this worldwide treaty, with the USA being the other, and I expect to find that my childhood varies vastly from those in Somalia, and also the children of the Victorian era who did not have such education guidelines as recent times do. Growing up, luxuries were handed to me constantly. Whether it was education, holidays, food or toys, I gratefully accepted them and didn't think twice.Education is free and compulsory to every child in England from the age of five until the age of seventeen. We also have the Early Years Foundation (EYFS), a series of structural learning, development and care for all children from birth to the age of five. All schools or registered early years providers in the private, voluntary and independent sectors must follow the EYFS (http://www. direct. gov. uk). The EYFS ensures several things; parents being kept up to date with their childs progress, the welfare and wellbeing of all children regardless off gender, ethnicity, disabilities etc. and the early years practicioners work with the parents very closely. The latter is interesting; in England, we have the luxury of parents being a ble to come to playschools and similar institutions to be with the children. This would be impossible in Somalia for many children. UNICEF research (2008, http://www. unicef. org) has indicated that around 1 in 14 women die due to pregnancy or pregnancy complications, leaving many children without a mother. Compare this to England and the maternal mortality rate (MMR) was approximately 11 in 100,000 between 2006 and 2008 (http://www. atient. co. uk). When children in Somalia get older, not all of them attend primary or secondary schools. The enrolment rate in Somalia for primary education is a mere 23% (UNICEF Somalia Statistics). During the Victorian era, things were extremely different to present day. Families had to pay for their children to go to schools, and with children working in factories and mines, or as chimneysweeps, many never attended school. A young school student growing up in the nineties would not have to work unlike those in the Victorian era.A personal experience of working for myself is that of a paper round at the age of 13. This was merely more money on top of pocket money, and supplied plenty of expenditure for that age. In the period preceding 1833, before the Factory Act took place, children of 13 and under would be working extremely long hours with little breaks. Only children from rich and middle class families attended school, and it wasn't until 1870, when the Elementary Education Act was introduced, that things began to take a turn towards how children today experience schol.This act saw the beginning of a stream of education bills aimed to help children get access to education. In 1880, school was mandatory for all children up until the age of 10, and in 1889 this limit was raised to 12. Families still had to pay for schooling at this point, until 1891 when the fee was abolished. Thankfully, this was the start of how all children would be provided with free education, a luxury that not all those in Somalia have.

Free Essays on Standing Up For Their Rights

Standing Up for Their Rights Every generation has its issues whether it be war, politics or civil interests. As a society we tend to express our emotions and thoughts towards these issues in literature. Susan Glaspell’s â€Å"Trifles†, and Maya Angelou’s â€Å"Graduation in Stamps† are two works that express the author’s feelings to a particular issue. Published in 1969 â€Å"Graduation in Stamps† spoke out against prejudice and fought for equality for the African American community. â€Å"Trifles† which was published in 1916 supported women’s rights. Both pieces of literature focused on a particular topic and expressed the opinions of the corresponding author. Each work had to be written to support the time period and situation of the author. Mrs. Angelou was much more outspoken than Mrs. Glaspell because of the general protection given to her by the Bill of Rights, and because she was probably wasn’t the highest on the hit list of anti-black groups. She also didn’t have to be careful because she didn’t stand to hurt her family, like Mrs. Glaspell did. Maya Angelou’s entire family was black, so her involvement in civil rights served to benefit all of them. On the other hand, Susan Glaspell was the only woman in her family, other than her mother, so she stood the chance of publicly embarrassing her husband and potentially her father. The humiliation she chanced could lead to the loss of her husband’s job, and the failure of her father’s business. In order to prevent the destruction of her family she chose a more subtle approach than Mrs. Angelou. Glaspell’s decision to use subtlety offered a challenge. She had to be ambiguous enough to save her family from embarrassment while also conveying her message. Using a well chosen tone, symbols and other writing techniques, she created â€Å"Trifles†. She used a dead bird to represent the freedom that her husband stole from her. He took away her one o... Free Essays on Standing Up For Their Rights Free Essays on Standing Up For Their Rights Standing Up for Their Rights Every generation has its issues whether it be war, politics or civil interests. As a society we tend to express our emotions and thoughts towards these issues in literature. Susan Glaspell’s â€Å"Trifles†, and Maya Angelou’s â€Å"Graduation in Stamps† are two works that express the author’s feelings to a particular issue. Published in 1969 â€Å"Graduation in Stamps† spoke out against prejudice and fought for equality for the African American community. â€Å"Trifles† which was published in 1916 supported women’s rights. Both pieces of literature focused on a particular topic and expressed the opinions of the corresponding author. Each work had to be written to support the time period and situation of the author. Mrs. Angelou was much more outspoken than Mrs. Glaspell because of the general protection given to her by the Bill of Rights, and because she was probably wasn’t the highest on the hit list of anti-black groups. She also didn’t have to be careful because she didn’t stand to hurt her family, like Mrs. Glaspell did. Maya Angelou’s entire family was black, so her involvement in civil rights served to benefit all of them. On the other hand, Susan Glaspell was the only woman in her family, other than her mother, so she stood the chance of publicly embarrassing her husband and potentially her father. The humiliation she chanced could lead to the loss of her husband’s job, and the failure of her father’s business. In order to prevent the destruction of her family she chose a more subtle approach than Mrs. Angelou. Glaspell’s decision to use subtlety offered a challenge. She had to be ambiguous enough to save her family from embarrassment while also conveying her message. Using a well chosen tone, symbols and other writing techniques, she created â€Å"Trifles†. She used a dead bird to represent the freedom that her husband stole from her. He took away her one o...

Question and answer Assignment Example | Topics and Well Written Essays - 750 words

Question and answer - Assignment Example In this particular sense, standardized nation is imparted to the customer by seeking to employ best practices that will exhibit quality customer care, support, and other related benefits in tandem with the service that is provided. Although it is true that it is more difficult to categorize and classify standards with respect to services, this is in fact being done within a litany of different industries and will be represented more and more in the coming years. The underlying reason for the global matrix design almost always maintaining a transitional nature has to do with the fact that the current rate of business growth and development, not to mention the devolution of consumer demand and dynamics of business, are nearly continually in flux. As a direct result of this flux, it is necessary for the matrix design of any industry or business that seeks to integrate with the consumer to remain relevant and evolve alongside the aforementioned changes. In the eventuality that a global matrix design is not transitional and does not provide a degree of evolutionary change with the aforementioned external forces, it is very likely that the firm or business entity in question will lose its competitive advantage and will be unable to match the consumer demands that are represented throughout the market. This will in turn provide unique opportunities for those firms that do have a global matrix design that is transitional and can react to the unique changes that are being represented. As can readily be noted, the current marketplace is one that requires continual differentiation is means of matching the competition and providing for the needs of the consumer. Because of this, is in turn necessary for the firm to seek to satisfy many different elements of wants. In this way, the reader can come to a further appreciation with respect to the way in which differentiation relates to operation management. Within such a definition understanding, product design,

Midterm Business and Philosophy Essay Example | Topics and Well Written Essays - 2500 words

Midterm Business and Philosophy - Essay Example s precept is considered to be the main basis of most business ethics in regards to the various interactions that may occur with the customers, stakeholders, members of the community, minority shareholders or the employees (Dani, 74). The label â€Å"golden† was first applied to the rule by the Chinese philosopher Confucius (551-479 B.C.). Various other similar formulations of this maxims are to be found at the centre of Taoism, Hinduism, Zoroastrianism, Buddhism and some of the rest of the world’s major religions. As the American philosopher Marcus G. Singer, correctly deduced; the Golden Rule happens to be a principle of rather great antiquity. It is seen to have played a key role in establishing moral teachings in nearly all religions and cultures and presently continues to play a significant role in our moral education. More importantly is the point that has been put forth by Augustine and some of the other philosophers that the Golden Rule is not only key in the setting of limitations for our actions, but also it help in encouraging us to promote the interests of other people above those of ourselves (Dani, 74). Although it is considerably one of the oldest and best maxims to practice, the Golden Rule in some cases might not necessarily be the best standard in the management of people in business. It has been found that what one employee might find valuable and highly appreciate, another employee might absolutely despise. According to Zimbardo and Weber, This can be attributed to the fact that preferences in life are highly individualized and learned. These variances include how individuals prefer to be treated by their supervisors. The incorrect tendency for people to assume that other persons happen to share the same behaviour, feelings and opinions as they do is referred to by social psychologists as false consensus effect. This tendency is considered to be a fundamental bias that affects how people happen to think as concerning others (McLean