Compare and contrast the education systems of the UK and other country Essay

Compare and contrast the education systems of the UK and other country - Essay Example School terms are similar. Both are divided in three terms, but they differ in terms of school year openings. School year in UK starts in September and ends in July. Each term has a break of few weeks, while the third term has two months vacation. The centralized system of curriculum is observed to both countries with certain dissimilarities in content. In UK, Emphasis of teaching in infant school is on reading, painting and practical lessons. At this stage children learn to read, write and count. As they move to junior level, they learn English, Math, science and technology, geography, and religion. They also learn about environment, art, music and P.E. At age 11, students go to junior level of a comprehensive school. At age 16, sixty percent of the children are ready to move to further education. All junior level students are qualified to enter FE level wherein they could enrol in vocational or academic, although this is no longer obligatory courses. FE courses prepare them for future employment. In Japan, the elementary school curriculum emphasizes study of Japanese, social studies, mathematics, science, music, arts and handicraft, and physical education. This is the stage where much emphasis and time is devoted to music, fine arts and curriculum. Japan introduced in its education system the promotion of respect for individuals, whereupon it was started in 1957 in elementary schools (Nemoto, Y. 1999) Students are required to practice moral education in their daily interactions in school and routine activities of cleaning and lunch, 2007. In high school Heirarchy and peer relations are intense and observed at this point. The method of teaching in Japan is very much different from UK in that they are concerned with developing the whole being of the child. Teachers consider it their duty to teach them with polite manners, personal hygiene,

Economic Causes of Poverty Essay Example for Free

Economic Causes of Poverty Essay Poverty is the deprivation of necessities that that determine the quality of life. These necessities comprises of the basic human needs and better education which directly influences the type of employment and income earned and enable one to fight poverty. In October 2008 World Bank revised the poverty line to 1. 25 US dollar per day from 1 US dollar per day. After revision of the poverty line measure, an estimated 1. 4 billion people were found to live at this poverty line or below (Otlin, 2008). There is an upward poverty trend; for instance in 2004, 984 million people were living on or below the line of measure i. e. 1 US dollar whereas in 1981, 1. 9 million were living on or below the poverty line (Weaver Park, 2007). Among other causes of poverty, economic causes which include capital flight, unemployment, low income, unfair property laws and unfair trade has really made poverty alleviation in developing countries a complicated issue despite the efforts of these countries to fight against poverty. Rapid flow of money outside a country or any other assets commonly known as capital flight is a major economic cause of poverty. In most cases the movement is due to instability and reduced returns. Investors move their money from one investment to another, either within the same country or to a different country to avoid high inflation and search for stability and increased returns. Capital flight is mostly witnessed in a country with currency instability and sometimes the outflows are intensive thus affecting the whole financial system of the country (Epstein, 2005). The loss of confidence and devaluation of the affected country burdens the citizens and their properties lose the nominal value. This resorts to reduced purchasing power of assets of a country making it very expensive to import goods. Due to devaluation of the economy’s currency, inflation comes in. Consequently, the currency unit can only purchase fewer goods thus accelerating poverty. Capital flight also hampers investment which may reduce economic growth of the developing economies. Unemployment is another economic cause of poverty. It usually occurs when one is ready and able to work but there is no work for him/her. The inadequacies of basic human needs and better education are normally as result of un-employment. A country where there is a higher rate of unemployment, the Growth Domestic Product (GDP) is low since most people are not working. According Epstein (2005), unemployment is a primary cause of temporal poverty. The moment people get job, they supplement their incomes and thus reduce poverty levels. Sounder further says that poverty increases with increase in unemployment duration. People without jobs can be having skill which can improve production, but since they have not been employed, their skills may not be utilized. This can result is low productivity in the country. In other cases, un-employment can be a social cost to the society. Issues like crimes, terrorism and drug abuse which may be as a result of poverty, marginalization and unemployment are costly to eliminate. Money which can be used to alleviate the living standards is used for fighting crimes instead. Unemployment brings income inequality which widens the gap between the rich and the poor. Winefield (2002), points out that unemployment leads to delay in experience gain which reduces productivity. Moreover, in countries which provide job search allowance, the government expenditure goes high because more people are entitled to these allowances. This can force the government to reduce money given to other crucial sectors for example agricultural sector which can be a source of livelihood to the country’s population. Taxes may also increase due to high government expenditure resulting to increase in prices of commodities. Low income means that people will have a limited purchasing power. Winefield (2002) points out that, low income earnings place people near or on at the poverty line. He further argues that, raising the incomes by increasing the wages without dismissing their job opportunities has historically minimized poverty rates. According to his research findings, increasing minimum wage will help reduce poverty levels, however minimal. Small household budgets experience the greatest impacts since they have a limited purchasing power. This has facilitated poverty in developing countries. Increases in food prices and an instant steep rise in agricultural commodities is another economic cause of poverty. The rise in food prices can be attributed to increased demand of staple commodities, higher energy prices especially fuel and electricity which affects transportation and production costs of agricultural products and farm inputs e. g. fertilizer and pesticides. Food prices may also rise due to lack of alternative market outlets for agricultural product and low yields of cereals (Anker, 2006). Competition between industrial commercial organizations is healthy and encouraged by market economies. However, unfair property laws by competitors and use of malicious ways to gain business mileage e. g. making false and direct attack to a competitor may scare away potential investors. At times it happens despite the fact that a code of conduct has been set to guard against this behavior. Unfair competition which comprises of all acts and practices during industrial and commercial transactions which are contrary to honest practices may hamper selling and buying of good and services. Unfair competition may include confusion caused in relation to another enterprise’s products or its activities, acts that are misleading for instance, false implications of a competitor’s product, and damaging the goodwill of the competitors. All this may lead to unfair competition which causes decline in sale of goods or services. Eventually, this will translate increased levels of poverty in the affected economies due reduced sales, exports and other losses that may arise from unfair trade. In conclusion, poverty alleviation is a complex issue to deal with. It requires that all relevant stakeholders get rid of their selfish interest so that they can deal with the root causes of poverty. All causes of poverty ranging from economic, governance, demographic and social factors, environmental factors, if looked into by good governance, transparency in public expenditure, strengthening of management capacity and improvement of the public service delivery will help in promoting a competitive private sector environment for development and trade regime liberalization. This can contribute greatly to poverty alleviation in the world and especially in developing countries in Africa, Latin America and East Asia. A fair trade between developed and developing countries is fundamental if the question of poverty in developing countries is ever to be addressed. For instance, disruption of trade in Africa has greatly affected the process of integration in business. As a result poverty levels have increased undermining and lowering the livelihoods of small scale farmers and producers as well as depriving the young people their rights. References: Anker, R. , (2006); Poverty Lines around the World: A New Methodology and Internationally Comparable Estimates. International Labor Review Journal, Vol. 145 Epstein, G. A. , (2005); Capital Flight and Capital Controls in Developing Countries. ISBN 184376931X, 9781843769316, Edward Elgar Publishing. Otlin, J. , (2008); The Causes of Poverty: Thinking Critically about a Key Economic Issue. Journal of Social Education, Vol. 72 Weaver, C. Park, S. , (2007); The Role of the World Bank in Poverty Alleviation and Human Development in the Twenty-First Century: An Introduction. Global Governance Journal, Vol. 13 Winefield, A. H, (2002); Unemployment, Underemployment, Occupational Stress and Psychological Well-Being. Australian Journal of Management, Vol. 27

The History of Religious Conflicts in America Essay -- Essays Papers

The History of Religious Conflicts in America Throughout its history, the United States has characteristically remained a country of two things: a country of immigrants, and a country of unmatched religious diversity. And yet when compared with the rest of the world – where these two very factors alone have so often engendered horrible religious wars and decades of enduring conflict – the history of religious conflict in the United States seems almost nonexistent. That is not to say the United States has been immune to its share of conflict explicitly rooted in religion. This paper explores the various manifestations of religious conflict throughout the history of the United States, from the Revolutionary War to the attacks of September 11th and their fallout. A distinction is drawn between religious intolerance, which is not the focus of this paper, and outright religious persecution or violence. Similarly, the paper reflects efforts made to de-conflate religious conflict from ethnic and racial conflict, which has been much more prominent throughout the history of the United States. In examining the history of religious violence, intolerance, discrimination, and persecution in the United States, we arrive at some possible explanations for why the United States has seen such minimal religious conflict despite being so religiously diverse. The Revolution It has been said that the United States is a nation founded on religious conflict. The colonies were settled by those escaping religious persecution in Europe. There is even some evidence that religion played a major role in the American Revolution and that revolutionaries believed it was willed by God for the Americans to wage war against the British.[1] As the Church ... ...bits/religion/rel03.html [2] Ibid. [3] Encyclopedia of American Religious History, Revised Edition, Vol. II. â€Å"Religious violence.† Edward L. Queen II. Page 601. 2001. [4] Ibid. [5] Queen, 602. [6] Emily Eakin. â€Å"Reopening a Mormon Murder Mystery.† The New York Times, section B, page 9, Oct. 12, 2002. [7] Queen, 605. [8] â€Å"Antisemitism in the Depression Era (1933-1939),† Leonard Dinnerstein. Religion in American History, A reader. Page 413. 1998. [9] â€Å"Religious Liberty.† American Civil Liberties Union. http://www.aclu.org/ReligiousLiberty/ReligiousLibertyMain.cfm [10] â€Å"Geographic Distribution of Religious Centers in the U.S† Committee on the Study of Religion. Harvard University, Jan. 2002. http://www.plurarlism.org/resources/statistics/distribution.php [11] â€Å"Foreword.† Department of Justice, Federal Bureau of Investigation. http://www.fbi.gov/ucr/01hate.pdf

Toys R Us :: essays research papers

These past few years haven't quite been all fun and games for John Eyler, chairman and CEO of Toys "R" Us. Shortly after joining the company in January 2000, Eyler set about revamping Toys "R" Us to better compete in the marketplace while brushing up the company's image. But a downturn in the economy together with the effects of 9/11, not to mention the West Coast port lockout, wasn't part of the plan. Although he still has considerable work ahead of him, Eyler's efforts appear to be paying off. Total sales were up two percent for both the second quarter and the first six months of 2002, compared to the previous year, and results for the entire year should likewise prove relatively strong. The company credits "careful attention to inventory management combined with very strong expense controls" for the positive numbers. Customers, however, are impressed with the improved service, remodeled stores, and price cuts on hundreds of toys. Part of the company's successful turnaround lays in the partnership its Toysrus.com unit formed with Amazon.com just over two years ago to sell toys online. Under the agreement, Amazon.com is responsible for handling all orders, including shipping and customer service, for Toysrus.com. The primary responsibility of Toysrus.com is to choose the toys to offer online and make sure there's plenty of available stock. Both companies will face challenges, however. For Amazon.com, the test will be to make sure its complex fulfillment systems integrate seamlessly with Toysrus.com's. The eTailer must also coordinate the tricky placement of products in distribution centers to avoid cost overruns. Toysrus.com is faced with finding the right balance between supplying Toys "R" Us stores and the web site with "hot" toys, so as not to disappoint customers. Furthermore, to make orders profitable, it must get people to buy multiple products. The venture has also helped build both companies' brand names and extend their reach into the marketplace. According to John Barbour, president of Toys "R" Us International, and one of the executives who played a pivotal role in creating the partnership, about 1.

Challenging the Pedagogy of the Oppressed Essay

The essay, Pedagogy of the Oppressed, discusses how we can be humanized. According to Paulo Freire, oppression dehumanizes both the oppressed and the oppressor. This is because due to oppression, the oppressed is reduced to being a thing, deprived of its rights and freedom. It comes to a point that even the oppressed believe that they are not worth anything. The oppressors are also dehumanized because in the process of subduing the oppressed, they treat the oppressed as things to be overpowered. The oppressed to them are no longer humans, because they do not have the same rights as the oppressors have. Therefore, according to Freire, liberation must come from the oppressed: they must free themselves. This is because the oppressors cannot give true liberation; this is a type of false generosity. Since both are of different classes, they have different interests. Therefore, if the oppressor gives liberty, the oppressed is risking a lot more than the oppressor if they take the offer. The oppressor is giving liberty on its own terms: it will only give what it is willing to give, and not what is right. For the oppressed to be truly free, they must gain freedom by themselves. They must do this through their own efforts. Now, according to Freire, since the oppressed are so downtrodden that they cannot believe in themselves, they must be taught to believe in themselves because no one can save them but themselves. This can only be done through trusting in the abilities of the masses (the oppressed), as well as believing in the cause. Unlike the oppressors, one’s attitude must not be condescending towards the oppressed; one must treat them as equals, capable of learning. Unlike the oppressors, who learn abstract ideas inside classrooms, the oppressed learn concrete things outside. They are treated as unlearned because they are unable to have the same type of education those in power have obtained. Since this is the case, they must not be treated as charity cases, because they are not charity cases. Freire’s essay is very interesting, to say the least. The concept of humans abusing each other is not exactly novel, but the concept of empowering each other to attain freedom, juxtaposed with what love really is, is innovative. These concepts were connected by Freire. As part of the privileged class, Freire puts responsibility upon my shoulders. Instead of making me feel guilty because of my status, he points out that I can be part of change. My status is not important; only my commitment is. Which is why it is my responsibility to be part of the movement to change the system wherein society is divided into the privileged and the poor. This ideology is comparable to Daniel Defoe’s Education of Women. He talks about educating women in a special school designed to teach them certain subjects. Unlike Freire though, Defoe talks of an education solely for women. This means that men receive a very different kind of education. The curriculum, of course, is decided upon by men. Frerie’s though, talks of an education everyone receives. Also, Frerie does not talk of passive students; he is talking of a kind of education where students interact with the teacher. This is based upon the the concept that the teacher has as much to learn from the students, as the students have as much to learn from the teacher. In effect, the students mold their education as they learn. Defoe mentions no such thing. It is as if the students will forever rely on the teacher, and that the students are teachers are not equals. Which is revolutionary, actually. It has been inculcated in us that teachers are at a higher position than us. The platforms in front of classrooms emphasize this fact. We are taught to learn from them because they know so much more than us. We are made to feel as if we are blank slates, or even empty sponges. But this is not true. We are, before becoming students, children of life. We explore the world outside, and come up with answers to explain our questions. Just as the oppressed are experienced, so are we. We have a lot to contribute to the class, much more, as we can combine our kaleidoscope of experiences and contrast it against the teacher’s. Freire also redefined teaching as merely imparting information. Freire goes beyond this to discuss humanizing people. After all, teaching is not about making robots. It is about imparting a part of yourself, sharing a piece of your soul. Freire exposes how education is used to alienate people, and then instructs how it can be redeemed. We can redeem ourselves, to turn away from the bestiality this system enforces upon us. Freire exposes how large the system we are fighting, but at the same time, leaves hope that we can transform it. And this is the challenge Friere leaves us.

Human memory essays

Human memory essays The study of human memory and in particular the attempts to distinguish between different types of memory have benn investigated for the last century. Philosophy, psychiatry and psychologh have all contributed to this study. Korsakoff, Freud and Ebbinghaus are among the early contributers. Although their observations were not always methodological as strict as with current research they did play a vital role. One critisim of the early work was that there were few attempts to develope theroetical accounts of the dissociations that they observed (Schacter, 1989). This is of great importance to the study of implicit memory. One of the earliest uses of 'implicit' and 'explicit' memory distinctions in research was by Wiliam McDougall (Outline of psychology, 1924). This distinction defined 'explicit' memory as involving conscious recollection of a past event and 'implicit' memory as involving a change in behaviour that is attriduted to a recent event but contains no conscious recollection or explicit reference. (Schacter, 1989). Much of the controvacy that surrounds implicit memory study centeres arround its definition. Whether it defines the pretest situation or a theoritical construct of the underlying memory process. The main argument is that if similiar items must share common features if they are to belong to the same catagory of test or process. " Some ttheorists, for example, have argued that different manifestations of memory are attributable to the operation of the distinct memory systems(e.g. Schacter 1989; Squire 1992; Tulving 1993; Tulving and Schacter 1990). Others argue that these different manifestations are consistent with a process viewpoint (e.g. Jacoby et al. 1989a; Kolers and Roediger 1984; Roediger 1990; Roediger et al 1989)." From Richardson-Klavehn (1996). To explicate the positions, a review of the experimental evidence is necessary. Recently five main areas have informed research into implicit memory, Sc...

Shooting an Elephant by George Orwell Essay Example

Shooting an Elephant by George Orwell Essay Example Shooting an Elephant by George Orwell Paper Shooting an Elephant by George Orwell Paper Essay Topic: George orwell In the story â€Å"Shooting an Elephant, the author George Orwell expresses his experience with imperialism. Orwell was an officer for imperialist Britain; he was an overseer of thousands of Burmese people. Throughout this passage he expresses his feelings toward the British and also the Burmese people. He also shares his opinion on imperialism. The author deals with conflicting feelings of anger toward imperialism but also the native Burmese people. You will come to see that the author sympathizes with both side, but in the end who will Orwell choose. Orwell also explains the effect of peer pressure, and how it affects people decisions. I will discuss the feelings of confusion, hate, and overall pressure felt by Orwell. In the story â€Å"Shooting an Elephant† the author George Orwell is a police officer in imperialized Burma. He oversees the people and in a way protects them. The Burmese people were not allowed to have weapons, so they relied on the European officers to protect them. In the passage the author describes feelings of strong hate toward imperialism. He states that he wants to leave Burma as soon as possible. He feels that imperialism is evil, and when working alongside with the government you see the evils of it even more. He feels for the Burmese people and tends to feel bad for them. But even though he feels this hate towards the British government he has conflicting feelings because he is annoyed by the Burmese people. Though he works for the British government he is even closer to the Burmese people because he patrols the streets. In some cases the Burmese people boldly oppose him. For example during games of cricket the referees would not call out fouls put on Orwell. Thin gs like this make him annoyed with the Burmese people. This is where his conflicting feelings come into play. Orwell patrols the streets of Burma and watches over the people. Even though Orwell secretly hated imperialism and wanted it to end, by defau

Nelson Mandela and the Apartheid essays

Nelson Mandela and the Apartheid essays During the mid to late 20th century, South Africa was filled with discriminatory thoughts. Why? Because of the Apartheid policy. However one man stood up against this injustice. His name was Nelson Mandela. Mandela was part of the African National Congress (ANC), an organisation which contributed to the dismantling of the Apartheid, although numerous other influences also contributed to its disbandment. Many people played an important part in the process, however none more significant than Mandela. The Apartheid was a major issue in South Africa. It forced racial segregation on all of the country and created fear and despair in all those of non-European heritage. The Apartheid prohibited the black population from mixing with the white population in education, housing, employment and even on buses and park benches. It became policy in 1948 after Dr. Daniel Malan, leader of the National Party, was elected Prime Minister of South Africa. Malan once stated that, Apartheid is a way of saving the white civilisation from vanishing beneath the black sea of South Africas non-European populations. Many of Malans and the Apartheids supporters believed that the policy would allow each race to reach its full potential and not let its culture be influenced by any outside person, group or organisation. However the tables had already shifted in 1918, before Malan and later Prime Ministers even came into power. On July 18th, 1918, a boy was born in Transkei, South Africa to the Chief of the Tembu Tribe, Henry Mandela. His name was Nelson Rolihlahla Mandela. At age the age of 24, after studying at the University College of Fort Hare and the University of Witwatersrand, Mandela became qualified in law. In 1944, he joined the ANC and the resistance to the Apartheid policies in 1948. Between 1956 and 1961, Mandela went on trial for treason but was later acquitted. The ANC was banned in 1960 so Mandela ...

Radiography Essay Example | Topics and Well Written Essays - 500 words

Radiography - Essay Example At the same time, missing a menstrual period could trigger an indication that a woman is pregnant. Meanwhile, conception can take place anywhere after the 10th day of pregnancy (Russell JR, et al. 1997), making x-ray and radiography procedure likely to coincide with early conception if taken before the next onset of menstruation, when a missed period could signify pregnancy. Radiation protection remain very important in pregnancy, knowing that when substantial doses of ~10 rem are taken on pregnant women, this can cause birth defects and malformations (Health Physics Society, 2014). The 10 days rule therefore comes in as an important methodology or technique that is used to guarantee the safety of early foetuses against any potential damages. Examinations pertaining to the pelvic and abdominal areas therefore have the 10 days rule applying to but in cases of ankle and hand examinations, the 10 days rule may be exempted given to the fact that there is relatively fewer risk in this are a. In a very modernised system, radiographers have taken to the use of interventional radiological examinations that come with therapeutic applications instead of mainstream operations (Queen Mary Hospital, 2007). The 28 days rule in radiography is another form of protective regulation used in radiography procedures to guarantee the safety of potentially pregnant women from undue exposure. This is a rule that can be said to have come to replace the 10 days rule in radiography as the 10 days rules seemed to have some levels of inconsistencies with the identification of pregnancies (Royal College of Radiologists, 2012). With the 28 days rule, the emphasis is on a menstrual period that is overdue. This means that there is no grace period allowed in this instance. But ahead of the application of the 28 days rule, the radiographer will ask the woman if she has any

Reprocessing Nuclear Fuel Essay Example | Topics and Well Written Essays - 3500 words - 1

Reprocessing Nuclear Fuel - Essay Example Handling of the radioactive wastes is dependent on the time taken for half the atoms of the radionuclides to decay. The wastes with long half-life are easier to handle compared to those wastes with short half-life. Reprocessing of nuclei waste is mainly objected to safeguarding human population and the environment prior to releasing the wastes to the environment. This process mainly reduces the radionuclides concentrations in the waste, which are presumed harmless. Common radioactive wastes are categorized into very low level wastes, low level wastes, intermediate level wastes and high level wastes. Very low level wastes contain radioactive material at concentrations accepted not to be harmful to human population and the surrounding environment, main components are materials of: concrete, plaster, bricks, metals, valves and piping produced during operations, some food processing industries chemical industries and industries dealing in steel also produce this levels because of the nat ural radioactivity in the manufacturing process (Nikitin, Andrews & Holt, 2009, pp112- 167). Low level wastes are mainly generated from hospitals, nuclear fuel cycles and industries, they include: clothing, filters, papers and rags that mostly contains radioactivity with short lifes.They can be buried at shallow level, they doesn’t require shielding during handling and transportation. The wastes are compacted and incinerated before getting disposed. Low level wastes can comprise 90% volume but only 1% of the radioactivity of all radioactive waste. Intermediate level waste contain higher amounts of radioactivity, mainly comprise resins chemical sludge, metal fuel claddings and contaminated materials from reactor decommissioning.in handling these wastes the smaller once and those non solids can be solidified in concrete or bitumen to dispose, some of the intermediate level wastes requires shielding.7% of the intermediate level

Theory of Motivation Term Paper Example | Topics and Well Written Essays - 750 words

Theory of Motivation - Term Paper Example This paper is an attempt to understand theory of motivations. The evolution of the various theories of motivation is addressed. A specific theory is chosen and explained in detail along with explaining how a manager could use the theory in the workplace to improve the performance. Overview of Theory of Motivation Theories of motivation have evolved over the years initially only focusing on physiological needs (scientific management school of thought) to the most recent ones which focus on cognitive needs (human relations and neo human relations approach). The evolution of the theories of motivation can be best understood by analysing the thought process behind the individual theories of motivation. Scientific Management School of Thought The main idea or thought process behind the very first theories of motivation was that humans are â€Å"rational beings† motivated by physiological needs (mainly by materialistic gains). Frederick Winslow Taylor’s theory is one of the m ajor theories from this school of thought and like many other theories of its time, Taylor’s theory also assumed that employees work to satisfy economic needs, and hence money is the only motivator. This theory did not focus on emotional needs but only limited employee motivation to pay. Human Relations School of Thought Next step in the evolution of theories of motivation was the shift in focus to social needs. ... that fulfilled social needs, than money. Neo Human Relations School of Thought The neo-human relations school of thought was introduced by Abraham Maslow along with Frederick Herzberg wherein the focus now shifted to the employee’s psychological needs. Maslow in his hierarchy of needs theory proposed that employees are motivated to fulfil specific needs and these needs can be hierarchically classified into 5 groups: physiological needs, safety needs, social needs, ego and esteem needs, and self-actualization. He argued that the needs must be satisfied as per the hierarchical order. An employee will move to higher order needs only after fulfilling the lower order need. Herzberg, on the other hand, proposed a two factor theory that said that there were factors which presence would motivate the employees, and factors which absence would de-motivate the employees. This theory will be discussed in detail in the next section. Herzberg's Two Factor Theory Herzberg in his two factor t heory argued that there were two certain sets of factors that would affect the employee’s performance. He called one as the motivators which would have a direct positive impact on motivation and would result in hard work from the employees. The second one were the hygiene factors which presence would not have any impact on motivation but their absence would de-motivate the employees and result in poor performance. Some of the motivators that Herzberg listed were advancement, responsibility, recognition, achievement and work. Some of the hygiene factors that Herzberg mentioned are salary, working conditions, company policies, relationship with co-workers, etc. According to this theory, motivated and de-motivated are entirely two different concepts and not the

Supervision Platform Essay Example | Topics and Well Written Essays - 2500 words

Supervision Platform - Essay Example Thus, as a supervisor I intend on ensuring that via collaborative efforts between the teachers and other academic staff, each student gets the maximum level of emotional satisfaction possible. The aim is not to produce money making machines in the long-run, in fact to create a lot of highly motivated individuals with the potential to change the world for the better tomorrow. Thus, the supervisory practices which I aim at adopting constitute a collaborative paradigm where every contributor will also be decision maker adding value to the educational practices being employed. Mission Statement as a Supervisor As a supervisor I aim at empowering the teachers as they are directly involved in the personal as well as the professional development of a child. According to a research published in the New York Times by Fretty, Friedman and Jonah (2012), the educational practices adopted by the primary school teachers directly impacts the professional development of the child, i.e. if the qualit y of a primary school education is enhanced by 1%, the earning rate of the resultant student also increases by 1%. This implies that the quality of teachers needs to be enhanced by persistent training and evaluation, also by transforming the way strategies are designed. When the teachers will directly be involved in the decision-making process, an innate capacity for moral responsibility will follow, thus I aim at developing a collaborative working environment giving way to creativity and innovation. My Role as a Supervisor As a supervisor, I am bound to take multiple roles which are even subject to be extended in the long run. I consider my professional as well as my moral responsibility to understand the needs and desires of the teachers as well as the students, and to sync these needs with the modern day practices to impart quality education. Considering this scenario, it is my sole responsibility to transform the teaching patterns by adding new and updated courses to the curricu lum to ensure the progression of the students to the most advanced levels possible. In addition, I intend on taking up this role to add value to the skills and creativity of the students by introducing additional courses relevant to arts. The video illustration; â€Å"connecting with the arts: A workshop for Middle-Grades Students† stresses on the significance of combining arts subjects with sciences to create a sense of innovation in the minds of the students (Education Next). Also, the addition of new courses to the curriculum would naturally demand skills development for the teachers to cope up with the transformation, thus skill development would also become an important role in the process. By initiating discussions with the teachers, it will be my responsibility to create opportunities for the teachers to acquire new skills to equip them with the necessary teaching tools and techniques. In this context, as a supervisor my role won`t be limited to the evaluation and moni toring of the current practices, but also initiating new ones whenever the need arise. Evaluations and collaborative practices go hand in hand, being an important role as the supervisor under the systematic procedures. Leadership Orientation The most traditional leadership styles have been the

Phyllida Barlow's dock Essay Example | Topics and Well Written Essays - 1000 words

Phyllida Barlow's dock - Essay Example The ceilings hold the sculptures, laid on the ground, sprawl over the marble floor, with which she permanently disrupts the natural flow of visitors through the space. Barlow is a talented artist who has caught the attention of most exhibitions. Barlow was born in 1944 in Newcastle, England, though she spent most of tender age in London. In London, she went to Chelsea Collage of Art and later became a Professor Emerita at the Slade School of Fine Art. Barlow had a great influence on Young British Artists (YBAs). She mentored many internationally famous students, namely, Martin Creed, Angela de la Cruz, and Douglas Gordon to the Turner Prize winner Rachel Whiteread. Barlow came into the international limelight because of her shows at the Migros Museum and Vienna’s BAWAG Foundation from 2010. The commission of Dock, 2014for Duveen Galleries is a significant establishment in Barlow’s career as a sculpture artist. As for a sculptor, it is one of the most visible platforms in the country essentially a long and cavernous hall with vaulted ceilings from which various galleries radiate. Dock, 2014 is reportedly inspired by the view of a shipping container on the River Thames located nearly Tate Britain. Gothic, slapstick, over-reaching, trammeling, dock presents the world as a theatre set, a gigantic childs play of sculptural ambition, an anti-monumental act of deconstruction, and a huge bricolage. The seven sculptures collectively collapse, jostle and stretch out over the 100-yard in length, 16-yard tall in Duveen Court. The first most eye-catching object is the intricate Dock: 5hungblocks, 2013. The five chunky rectangular forms almost look like trapped in the disorderly arranged wooden fence, suspended by red straps intruded by several tubes. The weightless sense of suspending an object with the illusion of water flowing in the air intrigues Barlow. In an interview,

Designed House Cooling System Research Paper Example | Topics and Well Written Essays - 1500 words

Designed House Cooling System - Research Paper Example The design to be improvised is affordable and readily available. According to Givoni, countries with hot, humid climates call for a building layout that provides a potential for cross ventilation. The following outlines the priority features in the solving of the housing problem in An Minh with respect to obtaining a serene environment.†¢ Roofing will constitute the use of light reflecting fabrics interwoven on coconut leaves to reduce cost. The essence of using reflective materials is to minimize the level of absorption thereby, minimizing the amount of heat to the housing unit.   Ã¢â‚¬ ¢ The roof will be narrow and tall to enhance air circulation and give room for air movements; it will also be extended to provide extra room for shading and less heat radiation thus, minimize heat from the sun entering the house. Cool roofs are remarkably effective in the reduction of power consumption for cooling system.†¢ Double ceiling incorporating readily available materials and ext ends with the roof to encase and prevent any heat absorption to the house. The ceiling insulation will be waterproof and heat resistant material like old newspapers or clothes.  Ã¢â‚¬ ¢ There will be an extractor fan designed to be installed ten meters above the ground in the house.   This will enhance air circulation by using air from outside to cool the house. A fan is an appliance used for ventilation of a room or any enclosed spaced.   It extracts air and moisture hence keeping the house less humid.  ... The ceiling insulation will be waterproof and heat resistant material like old newspapers or clothes. There will be an extractor fan designed to be installed ten meters above the ground in the house.1 This will enhance air circulation by using air from outside to cool the house. The fan is an appliance used for ventilation of a room or any enclosed spaced.2 It extracts air and moisture hence keeping the house less humid. Warm air rises as it is lighter than cool air, thus extracted by the fan placed in the house. Consequently, the sun heats the air in the roof space; therefore, the presence of the fan is highly critical as it will extract the warm, humid air from the house before it circulates. The windows will be placed on opposite sides of the housing unit, and the orientation of the house will be directing towards the direction of summer winds. The positioning is in such a manner as to enhance entry of cool air in the morning and facilitate maximum air circulation when it is hot. The windows will be accompanied by shutters which will enhance air circulation and contribute to the cooling process. The ceiling and interior roofing of the house will be insulated with readily available materials like old newspapers, clothes, shoes, and rice husks. This will maintain the cool air in the house as it will not allow heat from outside to enter into the housing unit. The use of evaporative window technique is also critical in cooling system; this can use old clothing materials on the large windows devised for air circulation.3 Consequently, the windows will be enlarged, placed above the plants outside and obliquely designed at 20o- 120o to the wall to enhance cooling system.4 They will also contain shutters that

Supervision Platform Essay Example | Topics and Well Written Essays - 2500 words

Supervision Platform - Essay Example Thus, as a supervisor I intend on ensuring that via collaborative efforts between the teachers and other academic staff, each student gets the maximum level of emotional satisfaction possible. The aim is not to produce money making machines in the long-run, in fact to create a lot of highly motivated individuals with the potential to change the world for the better tomorrow. Thus, the supervisory practices which I aim at adopting constitute a collaborative paradigm where every contributor will also be decision maker adding value to the educational practices being employed. Mission Statement as a Supervisor As a supervisor I aim at empowering the teachers as they are directly involved in the personal as well as the professional development of a child. According to a research published in the New York Times by Fretty, Friedman and Jonah (2012), the educational practices adopted by the primary school teachers directly impacts the professional development of the child, i.e. if the qualit y of a primary school education is enhanced by 1%, the earning rate of the resultant student also increases by 1%. This implies that the quality of teachers needs to be enhanced by persistent training and evaluation, also by transforming the way strategies are designed. When the teachers will directly be involved in the decision-making process, an innate capacity for moral responsibility will follow, thus I aim at developing a collaborative working environment giving way to creativity and innovation. My Role as a Supervisor As a supervisor, I am bound to take multiple roles which are even subject to be extended in the long run. I consider my professional as well as my moral responsibility to understand the needs and desires of the teachers as well as the students, and to sync these needs with the modern day practices to impart quality education. Considering this scenario, it is my sole responsibility to transform the teaching patterns by adding new and updated courses to the curricu lum to ensure the progression of the students to the most advanced levels possible. In addition, I intend on taking up this role to add value to the skills and creativity of the students by introducing additional courses relevant to arts. The video illustration; â€Å"connecting with the arts: A workshop for Middle-Grades Students† stresses on the significance of combining arts subjects with sciences to create a sense of innovation in the minds of the students (Education Next). Also, the addition of new courses to the curriculum would naturally demand skills development for the teachers to cope up with the transformation, thus skill development would also become an important role in the process. By initiating discussions with the teachers, it will be my responsibility to create opportunities for the teachers to acquire new skills to equip them with the necessary teaching tools and techniques. In this context, as a supervisor my role won`t be limited to the evaluation and moni toring of the current practices, but also initiating new ones whenever the need arise. Evaluations and collaborative practices go hand in hand, being an important role as the supervisor under the systematic procedures. Leadership Orientation The most traditional leadership styles have been the

Designed House Cooling System Research Paper Example | Topics and Well Written Essays - 1500 words

Designed House Cooling System - Research Paper Example The design to be improvised is affordable and readily available. According to Givoni, countries with hot, humid climates call for a building layout that provides a potential for cross ventilation. The following outlines the priority features in the solving of the housing problem in An Minh with respect to obtaining a serene environment.†¢ Roofing will constitute the use of light reflecting fabrics interwoven on coconut leaves to reduce cost. The essence of using reflective materials is to minimize the level of absorption thereby, minimizing the amount of heat to the housing unit.   Ã¢â‚¬ ¢ The roof will be narrow and tall to enhance air circulation and give room for air movements; it will also be extended to provide extra room for shading and less heat radiation thus, minimize heat from the sun entering the house. Cool roofs are remarkably effective in the reduction of power consumption for cooling system.†¢ Double ceiling incorporating readily available materials and ext ends with the roof to encase and prevent any heat absorption to the house. The ceiling insulation will be waterproof and heat resistant material like old newspapers or clothes.  Ã¢â‚¬ ¢ There will be an extractor fan designed to be installed ten meters above the ground in the house.   This will enhance air circulation by using air from outside to cool the house. A fan is an appliance used for ventilation of a room or any enclosed spaced.   It extracts air and moisture hence keeping the house less humid.  ... The ceiling insulation will be waterproof and heat resistant material like old newspapers or clothes. There will be an extractor fan designed to be installed ten meters above the ground in the house.1 This will enhance air circulation by using air from outside to cool the house. The fan is an appliance used for ventilation of a room or any enclosed spaced.2 It extracts air and moisture hence keeping the house less humid. Warm air rises as it is lighter than cool air, thus extracted by the fan placed in the house. Consequently, the sun heats the air in the roof space; therefore, the presence of the fan is highly critical as it will extract the warm, humid air from the house before it circulates. The windows will be placed on opposite sides of the housing unit, and the orientation of the house will be directing towards the direction of summer winds. The positioning is in such a manner as to enhance entry of cool air in the morning and facilitate maximum air circulation when it is hot. The windows will be accompanied by shutters which will enhance air circulation and contribute to the cooling process. The ceiling and interior roofing of the house will be insulated with readily available materials like old newspapers, clothes, shoes, and rice husks. This will maintain the cool air in the house as it will not allow heat from outside to enter into the housing unit. The use of evaporative window technique is also critical in cooling system; this can use old clothing materials on the large windows devised for air circulation.3 Consequently, the windows will be enlarged, placed above the plants outside and obliquely designed at 20o- 120o to the wall to enhance cooling system.4 They will also contain shutters that

Emergency management Essay Example for Free

Emergency management Essay The safety of child will always be my number one priority. I will always try my best to protect children in my care from hurting themselves, however, accidents do happen. My premises have been checked and they meet the requirements of the Early Years Foundation Stage in England. I also regularly review, update and practise my safety routines, including fire drills. As a registered childminder, I am legally required to have a valid first-aid certificate. I can administer basic first-aid treatment, and my first-aid box is clearly labelled and easily accessible. It is stored in my utility room. Parent contact numbers are with the first-aid box. †¢ I hold written permission from parents in Childs Record Folder to seek emergency treatment for their child if it is needed. †¢ All accidents will be recorded in an accident book. †¢ As a registered provider I must notify Ofsted of any serious accidents, illnesses or injuries or the death of any child whilst in my care and any action I may have taken within 14 days of an incident occurring. If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. A NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appears to be a child protection issue which will be reported accordingly. If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. I also have an arrangement with another registered childminder to provide emergency back-up cover if necessary. In the event of an accident whilst child in my care: †¢ First, I will reassure the injured child while making sure that the other children in my care are safe. This may mean strapping a baby in a buggy or sitting an older child somewhere where I can see them. †¢ Then, if possible, I will deal with the accident. If not, I will ring 999 for help. †¢ If I have to accompany or take a child to hospital, I will either take the other children with me, or call my emergency back-up cover. This will be another registered childminder or known responsible adult. These people will be known to you (please see below) If there is an accident or emergency, my emergency back-up cover may contact you and you will be expected to collect your child straight away. If I manage to deal with the accident myself, then I will tell the affected child’s parents immediately. If I accompany or take a child to hospital, I will contact their parents and ask them to meet me at the hospital. If I have an accident, I will get the nearest responsible adult to help, while my emergency back-up people are being contacted. After every accident, however minor I will: †¢ Record in my accident book †¢ Ask you to sign the report and then provide you with a copy If the incident requires any medical treatment: †¢ Inform Ofsted within 14 days of an incident occurring †¢ Inform my Insurance †¢ Contact the NCMA for advice/support In the event of an accident in the Childs home: †¢ Parents must inform me on child arrival of any accident at home and record it in the back of the accident book. †¢ If I will see an evidence of injury on a child which has not occurred whilst in my care and has not been reported to me, parents will be asked for information on the incident and instructed to write in the accident book I will do my best at all times to make sure the children in my care are safe, reassured and kept calm. Emergency back-up cover |Back-up registered childminder |Known responsible adult I have read and understand the Accident and emergency policy. I give my permission for the named emergency back-up people to have my contact details for use in an emergency. I give permission for my child ________________________ to be taken to hospital and be given emergency treatment providing every effort has been made to contact me. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for review | 27/07/2012 | Illness and emergencies policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home. It is my policy to keep children safe when they are in my care, promote good health and take necessary steps to prevent the spread of infection within my childcare setting: †¢ I will promote hand-washing in warm soapy water before eating or handling food and after using the toilet †¢ Each child will also have access to kitchen towel, which I will provide for each child under my care †¢ I will promote the use of tissues for children with coughs and minor colds †¢ All children in my setting who are excluded due to having an illness or an infectious disease such as a severe cold or stomach upset will not be allowed to return until they have been free from illness for 48 hours. This is in order to minimise the risk of the transmission of an infection to other children, myself or members of my family †¢ If a child arrives at my setting with a disease or illness I believe to be infectious or that poses a risk to the other children in the setting or myself I will expect the child not to attend my setting until they have been well for the recommended period of time (In accordance with the contract agreed with parents I expect to be paid for the child’s place even if they are excluded from my setting due to an illness or infectious disease) Children and babies can often become unwell with very little warning, if this happened whilst child in my care: †¢ I will contact you and expect you to pick up your child immediately and not return to the setting until your child well again †¢ If you cannot then an emergency contact will be called instead †¢ All parents are expected to provide emergency contact numbers other than their own in case they are unavailable to come and collect their child themselves I will inform the parents of the other children in my setting if there a child I care for has a diagnosed infectious disease If I, or one of the members of my family have a confirmed infectious disease, I will inform you as soon as I am able. (As I will not be able to offer my childminding service I will not charge you for the time the service is unavailable, as agreed with you in our contract) I am happy to care for a child with common coughs and colds providing they can join in with a normal day and do not need medication I will not accept a child with a high temperature as this is usually the first sign of illness and a very high temperature can sometimes lead to convulsions (Please do not bring your child if they are obviously ill as I will refuse care. Remember that I will not be able to give your child the extra atten tion that they need whilst care for other children.) I will ensure Ofsted is notified of any serious accident, illness or injury to any child whilst in my care, and the action taken in respect of it. Notification must be made as soon as is reasonably practicable, but in any event within fourteen days of the incident occurring. If you knowingly bring your child when ill this is a breach of contract and trust and in serious cases could result in termination of our contract By signing this policy you are agree that you have read and adhere to Illness and emergencies policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Behaviour policy Behaviour policy statement: I aim to offer a quality childcare service for children and parents. I recognise the need to set out reasonable and appropriate limits to help manage the behaviour of children in my care. †¢ By providing a happy, safe environment, the children in my care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up. †¢ I do not, and will not, administer physical or any other form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in my care. †¢ I endorse positive discipline as a more effective way of setting boundaries for children. Behaviour Procedure: †¢ I keep up to date with behaviour management issues and relevant legislation by taking regular training from NCMA and Early Years Service and by reading relevant publications, such as Who Minds? †¢ I agree methods to manage children’s behaviour with parents before the placement starts. These are discussed with parents during initial visits before the contract is signed to ensure appropriate care can be provided. A copy of the house rules will be given to the parent to encourage positive behaviour. †¢ Wherever possible I try to meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents. †¢ I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue. †¢ I offer regular review meetings with parents to discuss their child’s care and any issues or concerns, preferably when the child is not present. If I do not share the same first language as the child’s parent, I will find a way of communicating effectively with them. This may include seeking guidance from the local early years team. †¢ I work together with parents to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and helps ensure that the child is not confused. †¢ I will only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage. †¢ All significant incidents are recorded in an incident book and will be shared and discussed with the parents of the child concerned so that together we can work to resolve any behavioural issues. †¢ From time to time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. I will acknowledge these feelings and try to help children to find constructive solutions in liaison with their parents. †¢ Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour. †¢ I encourage responsibility by talking to children about choices and their possible consequences. †¢ I aim to be firm and consistent so that children know and feel secure within the boundaries I set. †¢ I will respond positively to children who constantly seek att ention or are disruptive. †¢ I will help children maintain their self-esteem by showing I disapprove of their bad behaviour not the child themselves. I encourage appropriate behaviour by: †¢ Setting a good example, I aim to be a positive role model as children copy what they see. Children learn values and behaviour from adults. †¢ I readily praise, approve and reward wanted behaviour, such as sharing, to encourage it to be repeated. Using praise helps to show that I value the child and it helps to build their self esteem. †¢ I praise children to their parents and other people when they have behaved as expected. †¢ I try to be consistent when saying â€Å"no† and explain reasons why it is not appropriate and considered unwanted behaviour. †¢ My expectations are flexible and realistic and are adjusted to the age, level of understanding, maturity and stage of development of the child. †¢ I try to involving children in setting and agreeing house rules. Children are guided away from doing things which: †¢ Are dangerous or hurtful or offensive to someone else †¢ Are dangerous to the child †¢ Will make the child unwelcome or unacceptable to other people †¢ Damage other people’s property. By signing this policy you are agree that you have read and agree with my behaviour policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Safeguarding policy Safeguarding policy statement: My first responsibility and priority is towards the children in my care. If I have any cause for concern I will report it, following the local Safeguarding Children Board procedures in England. I understand that child abuse can be physical, sexual, emotional, neglect or a mixture of these. I must notify Ofsted in England of any allegations of abuse, which are alleged to have taken place while the child is in my care. Procedure: †¢ I keep up to date with child protection issues and relevant legislation by taking regular training courses and by reading relevant publications. This helps me be aware of the signs of abuse or neglect and what to do if I have a concern. †¢ I have copies of, and am familiar with, the local Safeguarding Children Board procedures. Every six months I check that I have the latest version of the relevant procedures. †¢ I have a copy of the relevant booklets and guidance; I have read them and understand them. If I am concerned about a child’s welfare, I may contact the local authority, the NSPCC, the National Childminding Association (NCMA), or other relevant support services for advice, providing this does not affect confidentiality. Child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know this information. Parents must notify me of any concerns they have about their child and any accidents, incidents or injuries affecting the child, which will be recorded. I work together with parents to make sure the care of their child is consistent. If I notice: †¢ significant changes in behaviour †¢ unexpected bruising or marks †¢ any comments made which give me cause for concern †¢ deterioration in general wellbeing which causes concern I will implement the local Safeguarding Children Board (LSCB) procedures in England, without delay to minimise any risk to the child. I will call the local social services’ duty desk and follow it up with a letter within 48 hours. I will keep a factual record of the concern and will ask the parents for an explanation, providing it would not put the child at risk. The national standards for registered childminders in England and Wales require me to let Ofsted know of any concerns that I have reported without delay. If a child tells me that they or another child is being abused, I will: †¢ Show that I have heard what they are saying, and that I take their allegations seriously †¢ Encourage the child to talk, but I will not prompt them or ask them leading questions. I will not interrupt when a child is recalling significant events and will not make a child repeat their account †¢ Explain what actions I must take, in a way that is appropriate to the age and understanding of the child †¢ Write down what I have been told using exact words where possible †¢ Make a note of the date, time, place and people who were present at the discussion †¢ Then report my concerns immediately to the duty social worker who has the experience and responsibility to make an assessment of the situation. If an allegation is made against me, I will report it to Ofsted and social services following the Safeguarding Children Board procedures in England. I will also contact NCMA’s safeguarding children service on for advice and support. In all instances I will record: †¢ Child’s full name and address †¢ Date and time of the record †¢ Factual details of the concern, for example bruising, what the child said, who was present †¢ Details of any previous concerns †¢ Details of any explanations from the parents †¢ Any action taken such as speaking to parents. It is not my responsibility to attempt to investigate the situation myself. By signing this policy you are agree that you have read and agree with my Safeguarding Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Useful telephone numbers NCMA allegations and complaints service for anyone concerned about the welfare of a child 0845 880 0044 NCMA Safeguarding Children Service 0845 880 0044 NSPCC child protection helpline – 24-hour helpline for people worried about a child 0808 800 5000 Equal Opportunities Policy Equal opportunities statement: I always aim to offer a quality childcare. I give all children in my care the opportunity to reach their full potential. Sometimes this means adapting an activity to the child’s ability and stage of development, providing additional resources or giving one child more attention and support than others during a particular activity or routine. I value and respect the different racial origins, religions, cultures and languages in a multi-ethnic society valuing all children equally, and treating each with equal concern and without discrimination. All children in my care are given the opportunity to play with all the toys (subject to health and safety with children under 3 years of age). No toys are just for girls or just for boys. I try to ensure my toys reflect positive images of children and people from different cultures and with different abilities. I have toys and resources that challenge stereotypical ideas on what careers are open to men and women. Equal Opportunities procedure: No child in my care will be discriminated against in anyway, whether for their skin colour, culture, gender, ability or religion. I will challenge any remarks that I feel are inappropriate. I will make sure that I actively promote equality of opportunity and anti discriminatory practices for all children: †¢ I encourage the children in my care to learn more about their own culture and to find out about the culture and religions of other children. We do in this in a fun way through sharing books, colouring sheets, cooking and eating food from around the world and celebrating special festivals. I provide resources such as woks and chopsticks, dressing up clothes, crayons and pencils. †¢ I encourage the children to develop a healthy respect of each other’s differences and to value everyone as an individual. †¢ I encourage Parents to share with us any festivals, special occasions or artefacts, which may enhance the children’s learning and understanding. By signing this policy you are agree that you have read and agree with my Equal Opportunities Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Emergency Evacuation Procedure In order to keep the children and myself safe I have developed the following procedure to evacuate my home in the event of an emergency. This may be as a result of a fire, flooding, gas leak etc. The children will regularly practice the evacuation procedure with me so they will not be alarmed in the event of the situation being real. Practices will be carried out on different days of the week to ensure all children practice and the details recorded in the evacuation log. †¢ Sound the alarm (this is a whistle) †¢ Evacuate the children using the safest and nearest exit available (Babies and toddlers will be carried to safety) †¢ Take: o Attendance Record for the day o Contact numbers o Mobile phone †¢ Assemble across the road from the house (at the end of the garden if leaving via the rear of the house) †¢ Contact the emergency services †¢ Comfort and reassure the children †¢ Arrange safe place for the children to stay until parents can collect them †¢ Follow the instructions of the Emergency Services †¢ Do not return to the building until the Emergency Services have declared it safe to do so Unexpected Closure of Childminding Service I will do my best to provide a service for the hours and times that I have been contracted to work however very occasionally it may be necessary to close my childminding service. This may be as a result of me being unwell and therefore unable to work. If I have a cough or a cold I will continue to work, however if my illness is contagious then I will not be able to work, until I know I can not pass on the infection to the children or their parents. I will try to provide as much notice as possible if I am unable to work. There may be other occasions when I am unable to provide a service, for example: †¢ Following emergency evacuation of my premises (see evacuation policy) †¢ Loss of power to my home †¢ Mains water turned off †¢ Heating broken †¢ Flooding †¢ Medical emergency for myself or a member of my immediate family †¢ Death within the family I will advise parents as soon as I can if I am unable to provide a service. I will work with parents where possible to find temporary emergency childcare from amongst local childminders. I will not charge you if I am unable to provide a service. Childminding Safety On Outings Policy When taking Children on Outings it is essential that proper planning is done to ensure the safety of all children involved. I obtain written parental permission for all routine and special outings. I inform parents of any planned special trips for example to the coast or a local farm. I ensure that I take with me everything I may need, emergency Contact cards for the children, First Aid Kit, Nappies and changing bag (if required) spare clothes, mobile phone, drinks and a healthy snack. I have developed plans on what to do in the event of an emergency. I carry a contact card for each child. I have also a card on me that explains that I am a registered Childminder. I will make sure to organise outings to fit in with the needs of the children, and ensure that I have the necessary equipment and resources to keep them safe. Olly’s house rules My workplace is also my family home and I would expect all adults and children that I welcome in my home to treat me, my family and my belongings with respect. I have a few house rules that all children will be taught and expected to follow whilst in my home. This is for the safety and well being of everyone. †¢ We keep our coats, shoes and belongings tidied away †¢ Adults/Children leave dirty or muddy shoes at the door †¢ We wash hands after going to the toilet/touching the animals/before and after eating †¢ We like eating our meals at the table †¢ We walk in the house (Running, jumping, throwing, fighting or wrestling we enjoy when we play outdoor) †¢ Older children not allowed pick up babies or toddlers †¢ We say please, thank you and sorry when needed †¢ We will be kind to each other and look after each other †¢ We play nicely with the toys †¢ Sharing is a good thing to do and good manners should be used at all times †¢ We all walking together hading hands when out and about †¢ And we remember to have fun!!! (

How Do the Media Shape Public Attitude to Welfare Provision?

How Do the Media Shape Public Attitude to Welfare Provision? How do the media shape public attitudes to welfare provision? Research has shown that in previous spells of economic crisis that the public’s attitude to welfare provision grows more sympathetic (Taylor-Gooby, 2004, as cited in Clery, 2012: 2) and, therefore, during the current economic crisis within the UK, we would expect that this trend would continue. Clery (2012: 17), however, found that the public are more sceptical about the welfare system and that there is ‘less enthusiasm about public spending on all types of benefits and an increasing belief that the welfare system encourages dependence’. The media is widely cited as being a cause of this shift in public attitude to welfare provision. The ubiquitousness of the media gives potential to ‘educate, raise consciousness and shape public attitudes’ (Kinder, 1998 as cited in Bullock, 2001: 229) on issues, such as welfare, particularly when there is no personal experience or background knowledge of the issue. There are many news stories which highlight a high proportion of fraud within the welfare system, primarily focusing on single parents, unemployed and disabled. Benefit fraud has always been an issue but ‘there is very little evidence to suggest that fraud is a major problem.however, there is a widespread belief that the system is riddled with fraud’ (Spicker, 2011). Evidence from DWP (2014) suggests that official and claimant error is actually higher than benefit fraud within the UK (see Figure 1.1) and fraud by unemployed claiming Jobseekers allowance is at the lower end of the scale (Figure 1.2). Figure 1.1: Estimated percentage of expenditure overpaid due to fraud, claimant error and official error since 2005/06 Source: DWP Fraud and Error in the Benefit System: 2012/2013 (Great Britain) Figure 1.2: Which Benefit has the Most Fraud and Error Overpayment Source: DWP Fraud and Error in the Benefit System: 2012/2013 (Great Britain) Another frequent story within the British media is that of single mothers abusing the welfare system, thus labelling all single mothers and attaching a stigma of the ‘welfare queen who exploits the system to live a lavish lifestyle’ (Lipset, 1990, as cited in Bullock et al, 2001: 230). Wilthorn (1996, as cited Bullock et al, 2001: 234) demonstrated that welfare recipients are one of the most hated and stereotyped groups in contemporary society and a series on poverty by Parisi (1998, as cited in Clawson and Trice, 2000: 54) illustrated how the ‘media perpetuate stereotypes of the poor as lazy, sexually irresponsible and criminally deviant’. Larsen and Dejgaard (2013: 288) argue that such stereotypical images created by portrayal of welfare recipients in the media are difficult to remove and that they have a significant impact on the public determining whether they perceive claimants to be deserving or not. Stereotyping these groups ‘acts both as a justificatory device for categorical acceptance or rejection†¦to maintain simplicity in perception and in thinking’ according to Allport (1954; 1979: 192). Sotorovic (2000: 269) demonstrates, however, that journalists believe they accurately report on issues which are important and reflect the public’s point of view, however the opinion of Jones (2014: URL) contradicts this: ‘The Government and†¦the media have fed us a relentless, poisonous diet of â€Å"skivers† and â€Å"scroungers†, of the feckless and workshy hiding behind blinds, subsidised by you, the hard-working taxpayer, who have to get up in the morning and slog your guts out. It was the behaviour of those at the top of society which led to a surge in unemployment†¦ and hundreds of thousands driven to food banks in one of the richest countries on earth†¦. it is the behaviour of those at the bottom of society that has been scrutinised, poked, criticised, and demonised’. There are some claimants who take advantage of the system and live off the taxpayer, however the minority who do are thrown into the public’s eye through competitive truth-stretching headlines, selective reporting and pictures to provide ‘texture, drama and detailed images’ which illustrate the ‘taken for granted’ and the ‘goes without saying’ FIGURE 2: NEGATIVE VOCABULARY IN NEWSPAPER ARTICLES ON WORKING AGE BENEFITS: CONSISTENT TITLES, 1995-2011 Source: Turn2Us (2012: 41) (Clawson and Trice, 2000: 55), giving the perception that the UK has a culture of worklessness. The idea of ‘worklessness’ could be dispersed by the results of a survey conducted by the IFS on the UK benefit system where it was found that the majority of the welfare budget was paid to the elderly (42.3%), and only 2.57% paid to the unemployed (IFS, 2012: URL). Respondents in a poll carried out by the TUC wrongly believed that 41% of the welfare budget was paid to the unemployed (TUC, 2013: URL). There has been an increase in negative language used by the media over the past 10 years (Figure 2) with language referring to non-reciprocity/lack of effort escalating at the time of New Labour’s third term reforms and the Conservative’s ‘Broken Britain’ agenda. It could be argued that this marked a shift in the public discourse of welfare in the UK to an ‘essentially individualistic ethic of responsibility’ (Dean, 2004: 78). The negative language seen within media in the UK does not appear cross-nationally. Larsen and Dejgaard (2013) argue that this is due to institutional models of welfare and the UK’s move from a soft social democratic regime to a harsh liberal one which creates deservingness discussions in the media, often highlighting laziness as the cause of poverty which may be due to the liberal ideologies of individualism and responsibility. The study found that media within the contrasted Nordic social democratic countries tended to focus on welfare in a more positive light referring to the ‘deserving poor’, with no blame on the claimants. It would appear that the high levels of perceived undeservingness and the negativity towards the poor and welfare recipients may be due to the means-tested and non-contributory welfare system in the UK (Larsen, 2006, as cited in Larsen, 2013). Larsen (2013: 298) also suggested that political orientation may be reason for the negative depict ion within the media, particularly given the scandals surrounding the Murdoch Empire. At the time of the Conservative’s election manifesto, The Sun Newspaper publicly announced that they had lost faith in the Labour party and would support the Conservatives in the upcoming election (Brook and Wintour, 2009: URL) to fix the broken society which we live in. This support of one of the largest newspapers within the United Kingdom may have had a large impact on their reader’s opinion, shaping their belief that society was broken, and a change in government with subsequent welfare reform was required to make it better, rather than looking at the real broken Britain: the reasons for the economic crisis rather than focusing on the vulnerable, the reasons for high unemployment and the  £25b outstanding from wealthy tax dodgers. It leads to an argument whether the media should be able to publicly support any governmental party or whether they should remain impartial rather than inflict their political ideology onto the public. Liberal ideology and social class also had a strong influence in the reporting of two missing girls, Madeleine McCann and Shannon Matthews. Whilst both girls were around the same age, their different class backgrounds demonstrated media bias in the reporting of the two cases and there was belief amongst the media that Madeleine was worth more as she was from a middle class background and a substantially higher reward was offered for her safe return. On the other hand, Shannon’s disappearance was used as a political tool on ‘scroungers’ and ‘to fix broken Britain’ (Jones, 2012). The signs are that the media is and will become more dominated by the most privileged (The Sutton Trust, 2006) which will create further bias and inequality within the industry, therefore The National Union of Journalists need to toughen up, ensuring that journalists operate ethically and morally and not as they did in the Matthews case. The media has been the most widely cited cause of influencing public attitudes, it is however clear that there are other factors: ‘the image of claimants as social parasites was evident long before the press became a major factor influencing opinions; the rejection of the dependent poor goes much deeper’ (Spicker 1984, as cited in Turn2Us, 2012: 54). The media, policy and the public are interconnected and they can influence each other, however the media has the opportunity and the power to reach the widespread public through newspapers, television, social media etc. It stands that if the media continue to use their ideological-driven partisan reporting to fuel misconceptions rather than give facts, the era of welfare cuts and austerity will prolong with the eventual demise of the welfare state, as believed by almost 60% of voters in a survey by commissioned by Christian Think Tax, Theos (Press Association, 2014: URL). A healthy media would stand up to the powerful and we althy to change the myths and prejudices (Jones, 2014) and protect the vulnerable as the modern welfare state intended. Word count: 1478 References Allport, G W (1954/1979). ‘The Nature of Prejudice’. Cambridge, MA. Perseus Books. Brooke, S and Wintour, P (2009). ‘Sun turns its back on Labour after 12 years of support’, available at http://www.theguardian.com/media/2009/sep/30/sun-ditches-labour-for-tories [accessed 18 February 2014]. Bullock, H E (2001). Media Images of the Poor, Journal of Social Issues, 57(2): 229-246. Clawson, R A and Trice, R (2000). ‘Poverty as we know it: media portrayals of the poor’. The Public Opinion Quarterly, 64 (1): 53–64. Clery, E (2012). ‘Are tough times affecting attitudes to welfare?’, British Social Attitudes: the 29th report, available from http://www.bsa-29.natcen.ac.uk/downloads.spx [accessed 27 December 2013]. Dean, Hartley (2004). Popular discourse and the ethical deficiency of Third Way conceptions of citizenship. Citizenship studies, 8 (1). pp. 65-82. Department of Work and Pensions (2014). Fraud and Error in the Benefit System: 2012/13 Estimates (Great Britain), available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/271654/fraud-and-error-in-the-benefit-system-2012-13_estimates-160114.pdf [accessed 12 February 2014]. Institute of Fiscal Studies (2012). A Study of the UK Benefit System, available at http://www.ifs.org.uk/bns/bn13.pdf [accessed 16 February 2014]. Jones, O (2014). ‘Benefits Street: A Healthy media would stand up to the powerful and wealthy. Ours targets the poor and voiceless’, available at http://www.independent.co.uk/voices/comment/benefits-street-a-healthy-media-would-stand-up-to-the-powerful-and-wealthy-ours-targets-the-poor-and-voiceless-9046773.html [accessed 12 January 2014]. Jones, O (2014). ‘Owen Jones: My latest battle to stop the demonisation of people on benefits’, available at http://www.independent.co.uk/voices/comment/owen-jones-my-latest-battle-to-stop-the-demonising-of-people-on-benefits-9136123.html [accessed 18 February 2014]. Jones, O. (2012). ‘The strange case of Shannon Matthews’, Chapter 1 in Chavs. The demonization of the working class, London and New York: Verso. Larsen, C A and Dejgaard, T E (2013). ‘The institutional logic of images of the poor and welfare recipients: A comparative study of British, Swedish and Danish newspapers’, Journal of European Social Policy, 23(3): 287-299. Press Association (2014). ‘Voters gloomy on future of welfare’, available at http://money.uk.msn.com/news/voters-gloomy-on-future-of-welfare [accessed 20 February 2014]. Sotirovic, Mira (2000). Effects of Media Use on Audience Framing and Support for Welfare. Mass Communication and Society, 3(2-3): 269-296. Spicker, P (2011). ’How social security works: An introduction to Benefits in Britain’. Bristol, The Polity Press. The Sutton Trust (2006). ’The Educational Backgrounds of Leading Journalists’, available at http://www.suttontrust.com/public/documents/2Journalists-backgrounds-final-report.pdf [accessed 2 February 2014]. Trade Union Congress (2013). YouGov/TUC Survey Results: Welfare Poll, available at http://www.tuc.org.uk/sites/default/files/Welfarepoll_summaryresults.pdf [accessed 16 February 2014]. Turn2Us (2012), ‘Benefits Stigma in Britain’, available at http://www.turn2us.org.uk/pdf/Benefits%20stigma%20Draft%20report%20v9.pdf [accessed 27 December 2.014].

Social Work Essay -- Papers

Social Work Social work is located within some of the most complex problems and perplexing areas of human experience, and for this reason, social work is, and has to be, a highly skilled activity.† (Trevithick, 2000,p.1) Explain the meaning of this statement, and consider whether it is an adequate definition of the nature of social work. The aim of this assignment is to discuss the interpretation of the statement given above, to analyse this definition and compare it to others that are available and to conclude by discussing whether this is an adequate definition in relation to the nature of social work. In order to fully discuss the statement given by Trevithick it is important to be aware of the history of social work and to observe the changes that have occurred over the centuries. Social work was developed in the late 19th century with the implementation of the Poor Law Report; this led to the Poor Law Amendment Act of 1934. Prior to this date, Charitable Organisations looked after people who were unable to care for themselves, in partnership with the Christian church. It is questionable whether these organisations offered help and support to people in need, or whether they just hid away societies most vulnerable people to take the problem away from the public eye. In a similar way to the 19th century, social work in the 21st century offers support and guidance to vulnerable people. Whereas, the methods used have been developed and improved upon to ensure that the service user is receiving as high a quality of service as poss... ...rs†. Because social work covers such a diverse range of the population and uses such a wide variety of methods this will make it problematic to construct a brief definition that covers all areas involved, as it also has to portray the complexity that is involved with the profession on a day to day basis. This may be why there is such a diverse range of definitions available in relation to the nature of social work. Social work is a profession that changes constantly because there is a great deal of continuous learning involved. Ideas and perspectives change all the time and although the implementation of the new degree will ensure that all social workers deliver a service to as high a standard as possible this is only achievable because of the change in standards put in place by the General Social Care Council.

12th Night - Orsino Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  William Shakespeare’s Twelfth Night depicts the trials and faults of several characters’ loves. There are many downfalls and unrequited loves, and the story basically ends up in a confusing love triangle. He especially shows the many quirks of Orsino in his quest for winning the true love of Olivia. In this play, the reader can easily understand the many mistakes that Orsino makes in love.   Ã‚  Ã‚  Ã‚  Ã‚  For a majority of the play, Orsino is very oblivious to the fact that Cesario is actually a woman. Viola, disguised as Cesario, makes many comments to him that could possibly lead him to finding out her secret. For example, when Orsino asks what kind of woman Cesario loves, she replies â€Å"Of your complexion† (2.4.27). Orsino does not catch this, but describes that one should love a woman younger than himself. â€Å"For women are roses, whose fair flower Being once displayed, doth fall that very hour† (2.4.40-41). This is most likely a positive point for Viola, being that she is clearly younger than Orsino, and once the disguises are taken away, he will realize that he can love her. Orsino 1 actually describes a platonic love between himself and Cesario. This is a hint to the reader that the unveiling of Viola could, in fact, lead to a true love. For instance, Orsino tells Cesario â€Å"If ever thou shalt love; in the sweet pangs of it remember me† (2.4.13-14). This is almost ironic, and foreshadows the follies yet to come including the growin...

Ib Eggshell Report

Candidate's name: Eunika Orlowska Candidate's number: School's name: School's number: Determining the amount of CaCO3 in eggshell of hen's egg | Design | DCP | CE | Aspect 1 | | | | Aspect 2 | | | | Aspect 3 | | | | Introduction: The back titration is a method used in determining the amount of excess of the reagent. The calcium carbonate is a substance which gives the eggshell stiffness. Research question: What is the amount of calcium carbonate in the eggshell measured by back titration? Table 1. Variables.Type of variable | Variable | Unit | Dependent | Amount of calcium carbonate in eggshell | % by mass | Independent | Volume of titrated excess of hydrochloric aced | cm3 | Controlled | Volume of hydrochloric acid Weight of eggshell Temperature Amount of phenolophateine | cm3 g oC drop | Uncontrolled | Purity of solutions Biological diversity of eggs Pressure | – – hPa | Equipment: buret 5 beakers 50 cm3 baguette 1 plastic pipette balance clamp 2,5 g of eggshell morta r 100 cm3 of 1moldm-3 hydrochloric acid ap. 70 cm3 of 1moldm-3 sodium hydroxide 20 cm3 pipette Risk assessment: you have to remember to wear gloves, goggles and apron. Solutions may be irritating. Method: Crush to dust eggshell in the mortar. Fill each of the 5 beakers with 20 cm3 of hydrochloric acid measured by glass pipette. Add 0. 5 g of eggshell dust to each beaker, measured by balance. While the reaction of eggshell with acid occurs, prepare the buret and clamp for titration. Make sure they are clean. Pour NaOH solution into the buret to the ‘0' level. Make sure all of the eggshell reacted with the HCl. If not, you can help the reaction by using the baguette.Put two drops of phenolophateine into each beaker using the plastic pipette. Take the first beaker and titrate the excess of hydrochloric acid. When the solution starts to be pinkish, record the volume of titrated NaOH. Refill the buret to the ‘0' level and repeat the procedure for each beaker. Remember to reco rd the results. Remember to be careful and to leave your workplace clean! Data Collection Table 2. Raw data. The weight of eggshell reacting with HCl and titrated NaOH. Number of trial | Weight of eggshell [g ±0,01g] | Volume of HCl [cm3 ±0,05cm3] | Volume of titrated NaOH [cm3 ±0,05cm3] | 1 | 0. 9 | 20. 00 | 9. 60 | 2 | 0. 50 | 20. 00 | 11. 50 | 3 | 0. 51 | 20. 00 | 11. 60 | 4 | 0. 50 | 20. 00 | 9. 90 | 5 | 0. 50 | 20. 00 | 10. 30 | Mean | 0. 50 ±0,01 | 20. 00 ±0,05 | 9. 93 ±0,05 | Standard deviation | 0. 00047 | 0. 00 | 0. 29 | Uncertanties were taken as in measurments, not calculated by formula, to avoid too large and unreliable uncertainties in further calculations in which they're calculated according to formulas: in case of division and multiplication: =dA/A+dB/B, where d is overall uncertainty, dA is uncertainty of A and dB is uncertainty of B in case of addition and subtraction: d=dA+dB, where where d is overall uncertainty, dA is uncertainty of A and dB is uncer tainty of B Trials 2 and 3 were rejected because of too large differentiation of results. Data Processing Two reactions occured in the experiment. Firstly, the HCl reacted with CaCO3 and secondly, the excess of HCl was neutralized by NaOH. 2HCl + CaCO3 > CaCl2 + CO2 + H2O HCl + NaOH > NaCl + H2O 1. Calculating the amount of HCl at the beginning of reaction CmHCl = 1. 0 moldm-3 VHCl = 20. 00 cm3 = 0. 20 dm3  ± 0. 00005 n = Cm * V n = 1. 0* 0. 020 = 0. 020 mol  ± 0. 00025 2. Calculating mean amount of NaOH which neutralized the excess of HCl CmNaOH = 1. 0 moldm-3 VNaOH = 9. 93 cm3 = 0. 0099 dm3  ± 0. 00005 n = Cm * V n = 1. 0 * 0. 0099 = 0. 0099 mol  ± 0. 0005 3. Calculating the amount of HCl which reacted with CaCO3 0. 020 mol – 0. 0099dm3 = 0. 010 mol  ± 0. 00075 4. Calculating the amount of CaCO3 which was in the eggshell We know that the molar ratio in the reaction between HCl and CaCO3 is 2/1, which means that 2 moles of HCl react with 1 mole of CaCO3. If 0. 010 moles of HCl reacted with CaCO3 then there was 0. 05 mole of CaCO3 in the eggshell. nCaCO3 = 0. 010/2 = 0. 005 ±0. 0075 5. Calculating the percentage of CaCO3 in the eggshell. MCaCO3 = 40. 09 + 12. 01 + 3 * 16,00 = 100. 1 gmol-1 nCaCO3 = 0. 005 mol  ± 0. 0075 m = M * n m = 0. 005*100. 1 = 0. 50 g  ± 0. 0075 meggshell=0. 50  ± 0. 01 CCaCO3 in eggshell = 0. 50 / 0. 50 = 100 %  ± 3. 5% Table 3. The results and uncertaities Calculated value | Value | Uncertainty | Number of moles of HCl at the beginning of reaction | 0. 020 mol | 0. 00025 mol | Mean amount of NaOH which neutralized HCl | 0. 0099 mol | 0. 005 mol | Mean amount of HCl which reacted with CaCO3 in the eggshell | 0. 010 mol | 0. 00075 mol | Number of moles of CaCO3 in the eggshell | 0. 005 mol | 0. 0075 mol | Molar mass of CaCO3 | 100,1 gmol-1 | – | Percentage of CaCO3 | 100% | 3. 5% | The eggshell consists of 94-97% of calcium carbonate, meanly 95. 5 %. From collected data it is 100%, which suggests that pe rcentage error was not big and remains in accepted value of 20%. percentage error = (|theoretical value – experimental value| ? theoretical value) x 100% = (95. 5 – 100 ? 95. 5) = 4 %Conclusion and Evaluation The eggshell consists of 94 – 97% of calcium carbonate. The experiment suggests that the eggshell has 100% of calcium carbonate and the percentage error is 4 % which means calculations and results where accurate. The fact that the result has shown 100% of calcium carbonate in the eggshell may lay in the construction of eggshell which is biological â€Å"machine† to give hen's embryo the best possible environment for development. Apart from calcium carbonate, there are other components of eggshell, for example magnesium carbonate and calcium phosphate which also react with hydrochloric acid.Reaction of calcium phosphate with hydrochloric acid: Ca3(PO4)2 + 6HCl > 3CaCl2 + 2H3PO4 this reaction should't have influence on titration that much, because as a result there's the same number of hydrogen ions which can be neutralized, but the second reaction, of magnesium carbonate and hydrochloric acid: MgCO3 + 2HCl > MgCl2 + CO2 + H2O also takes HCl to it's reaction, decreases number of H+ ions and so suggests that more HCl reacted with calcium carbonate. This is the uncontrolled variable, the impurity of the eggshell, which affected the result.Other factor, which may have had influence on the results is the human's imprecision. The used equipment was as accurate as possible in school laboratory, but still, the titration is made by hand and by eye, which may make mistakes although back titration is the best possible way in school laboratory to check the amount of particular components in mixtures. Other method, which would distinguish between magnesium carbonate and calcium carbonate is gas spectrometry – mass spectrometry. This method uses combined gas chromatography and mass spectrometry. First, the substance is put into gas chr omatograph.The mobile phase, in which the particles of substances move towards the stationary phase is made of unreactive gas, such as nitrogen or helium. In this, the substance is separated into particular components and then, the mass spectrometer analyses the components to identify them. This method is commonly used to determine the ingredients of substances, of food, beverages, perfumes. Also, it is useful in medicine and and in exploring Universe, for example, one GC-MS was taken by Curiosity to examine the surface of Mars. Summing up: in school laboratory, accuracy of experiments is limited by equipment.Better accuracy can be obtained by using more accurate balance, as no other equipment can be changed in used method. Back titration can't be replaced by other methods of determining the percentage of CaCO3 in the eggshell, as it is the best way to do it in school laboratory, although generally more accurate methods are created, using machines which exclude the human factor from experiments, for example gas chromatography – mass spectrometry. Bibliography http://antoine. frostburg. edu/chem/senese/101/consumer/faq/eggshell-composition. shtml 18th November 2012 J. Green, S. Damji â€Å"Chemistry† IBID 2008

In cold blood by Truman Capote Essay

â€Å"Oh, no! Oh please. No! No! No! No! Don’t! Oh, please don’t! Please! † (245). These were the last desperate words to be uttered by Nancy Clutter before she was savagely murdered. In Cold Blood, explicitly narrated by Truman Capote, is the true story of a brutally unexpected murder. Through this novel, Capote brings to life the harsh realities of a horrendous crime committed on the high wheat plains of western Kansas. A quiet all-American family was murdered during the bleak early hours of November 15th, 1959. As Capote recreates the murder, the investigation that led to the capture, the trial and the execution of the killers, he generates compelling suspense and empathy. The narrative embodies a twisted plot that grips you and forestalls you from putting it down. This book has more than one main character essentially because these two characters are the reason for the entire plot. Throughout the first half of the book, the reader basically chases after the murderers, Richard Eugene (Dick) Hickock and Perry Edward Smith. Perry and Dick were familiar with each other since they had celled together at Kansas State Penitentiary. Dick is your average guy, young (28 years old), arrogant, practical, and fastidious. Dick grew up with loving parents on a small farm near Olathe. He had a fond childhood and was married twice with two sons. Adversely, he was jailed for passing bad checks. Nonetheless, Dick’s character is not as ruthless and confident as he makes it seem in the first half of the novel. Perry, on the other hand, is someone people would look at curiously. He’s short with a very muscular torso and stubby legs. His legs were damaged due to a motorcycle accident in 1952. Perry’s only living relatives are his father, Tex John Smith and his sister, Barbara Johnson. Perry’s other two siblings, were victims of suicide. In contrast to Dick’s childhood, Perry’s was lonely and disorganized since his mother had abandoned him and he was left to grow up in a brutal Catholic orphanage. Perry’s goal in life was to dig up treasure in Mexico. He retained a wide collection of maps and souvenirs from different countries along with letters from his father and sister. Dick’s aspiration in life was to be a football player, but these were crushed by an atrocious car accident that left his long-jawed and narrow face tilted. Both Perry and Dick have similar surface traits, such as a high awareness of hygiene, especially with their fingernails. However, their inner personalities were miles apart. Except for the murder they committed that brought them together, they had nothing in common and, they disliked each other deeply. The main conflict or challenge that Perry has to face is Dick’s acceptance. Perry presented himself as a macho guy who is capable of murder and mayhem in order to stick with Dick. By presenting this image of himself, Perry believes he has acquired Dick’s trust and partnership. However, Dick does not think so. â€Å"Dick was sick of him – his harmonica, his aches and ills, his superstitions, the weepy, womanly eyes, the nagging, whispering voice. Suspicious, self-righteous, he was like a wife that must be got rid of. † (215). Dick’s opinion of Perry is quite apparent from this quote; he clearly intends on getting rid of Perry. By trying to be something he is not, Perry allows himself to be mistreated by Dick. He literally does everything Dick does and trails behind him ignorantly. Planning the murder was all Dick’s idea, and initially, he intended Perry to be his silent partner. Due to this conflict between Dick and Perry, Perry committed the murders, predominantly to impress Dick. The murders themselves become another conflict that Perry has to face. In the months after the slayings, he is haunted by the voices of the victims. Perry has to confine himself to a life of regret and unfulfilled dreams. Dick’s main conflict is facing up to his parents’ expectations. His parents raised him to be a fine law-abiding individual. However, Dick’s character betrays his parents’ hopes and trust. Through the work of four critically scrutinizing investigators, the cold heartless murder of the four members of the Clutter family is finally resolved and the culprits are caught. On December 30, 1959, Perry & Dick were arrested out in Las Vegas by two regular patrol officers. At the time, they were not told the exact reason why they were being arrested, only that they were on parole violation. In the midst of one-on-one interviews with the murderers, Detective Alvin Dewey (head investigator of the KBI) finally induced Perry and Dick to confess to the murder. They did so because they had no other choice; the evidence against them was unmistakable and Dick had turned against Perry. Dick confessed to the investigators that Perry was the one who shot all four members of the Clutter family, as Dick remained his silent partner. Between Dick and Perry, there’s an immense fissure surrounding trust. Once their crime is confessed, they turn against each other and blame one another for different parts of the crime. This shows how selfish human nature can be. By writing this book, Capote wanted readers to have a better understanding of human nature and the circumstances that induce us to behave the way we do. Overall, this book was a great read. It made me aware about something that actually happened long before I was born and it gave me a glimpse of what the world was like before our generation. Considering that this narrative is a true story, the style in which Capote wrote this book made it feel like a regular, yet captivating novel. The author fabricated some of the conversations to highlight the story’s novel-ish state. â€Å"‘Never mind,’ he [Mr.Clutter] said, responding to Nancy’s problem. ‘Skip the 4-H. I’ll take Kenyon instead. ‘†(19). Near the beginning of the novel, there are a lot of conversations that never took place in actual fact. Capote added these conversations to fill in the missing pieces of the story and to give the reader a sense of the victims’ lives before they were murdered. The book is divided up into four sections each linked through highly important events. Capote varies the length of the chapters to emphasize its level of importance. The chapters before the actual murder are short and shift back and forth between Perry, Dick and the Clutter household. This technique builds up the excitement and thrill of the events. The chapter in which Perry confesses is lengthy and is written in present tense thus emphasizing its importance. As I researched the background of this book, I found out that Capote started writing this novel because he got deeply attached to the story. At the time that the murder took place, Capote was a news reporter for Timelife and was given the job of writing a piece on how the killings had devastated a happy, tight-knit little community. He was in the town writing his piece when the suspects were actually caught, at which point the story takes off. During the chapter consisting of the trial, Capote writes as if he were watching from afar and does not entirely engage the reader in the scene, but rather, he presents it as if it were being seen thorough glass. This style of writing credits to Capote’s journalism skills. It allows the reader to be the audience and analyze the situation as they see it; the reader is basically the judge in the trial. This book really makes you think about the issue; murder is something that society constantly faces. This narrative basically allows you to understand and reflect on the different aspects of human nature.