Ethan Frome Lit Crit

Marxism is mainly about money and If you don't have money then your not happy and you will be unhappy because you wont have as much as you would like. The narrator needed a ride to his work and he couldn't find anyone someone told him about Ethan, that he will do anything to make a buck. The narrator asked Ethan and he ended up saying yes because he needed the money. When Ethan came back from law school, for good, his mother hired Keenan to take care of her but then people started talking and he felt obligated to marry Keenan In the end.When Ethane's mother died she was worried about money ND what Ethane's dad had done. Ethan worked In his lumber limb that he had and did anything to get a few bucks here and there. Since Keenan â€Å"always† got sick, since Ethane's mother died, she would spend most of their money to pay for her medical bills and medication. Instead of paying a maid to come and work for them Keenan was able to get Mattie to help her for free because Mattie didn 't have anyone after her parents died except her cousin Keenan. The first time Ethan picked up Mattie to him It felt like love at first sight when they first met her.Even though It was love at iris sight he TLD realize that It was going to be another person to feed even with the little money he was making from the lumber limb. Financially he had to make a way to provide to feed an extra person. Ever since Ethan met Mattie and when they would hang out he felt less stress about money. He kept wanting to leave with Mattie but never could because he couldn't leave Keenan just like that. He was afraid of what people might look at it. If Ethan was able to leave Keenan Just like the man who left his wife for his mistress he would.As much as he wanted to do so he felt bad to leave ere after all he did bring her to the house and now he's Just going to leave her with a house with bills that she couldn't afford to pay and she wouldn't able to sell it. The economy was down in town and people we ren't able to pay for or buy a house. The economy was down to a point where people were barely making it. Jobs were being lost. Some people couldn't afford a lot of food because they needed to have a house. This relates to Ethan From because Ethan was one of those people who couldn't make a lot of money.Ethan had trouble getting Just a little extra cash on the side Just o afford something for themselves. Ethan From Is a good example of Marxism because it shows that people of the lower class are always unhappy unless they have money with them. In this book it tells you that money is what makes people happy. If people didn't have money they would be stressing out and have house situations. The economy is based on money. Money keeps the economy going and when it goes down everybody struggles to make a living. Ethan From showed a form AT Marxism Decease social class. Outnumber ten story people Autocue mainly on money Ana t

Character Sketch Story of an Hour

Kayla Silva Mrs. Barrish English IV 31 March 2010 Character Sketch Some people believe that marriage is bliss. However that is not the case. In â€Å"Story of an Hour,† Mrs. Mallard I treated wrongly by her husband Brently Mallard. She is very tired of being hurt she wishes her life would end. When finally getting her life back together she wanting to live it long but instead it ends short still. Mrs. Mallard is very heart troubled, happy, and then shocked. Mrs. Mallard has been very heart troubled through her marriage. She is so deeply in love with Brently but not once did he love back to her. All he ever does is hurt her. Her family sees that they are not one big happy couple. â€Å"She wept at once, with sudden, wild abandonment, in her sister’s are. † Mrs. Mallard now is happy when told by her sister that her husband has died. Though her family members believe that she is crying because she is hurt. Now Mrs. Mallard will be able to live her life the way she wants it. Instead of being shut down and treated wrongly. Its says â€Å"She looks out house die her house where its new spring life. † That means that it is no longer darkness for her. Mrs. Mallard is very heart troubled from being hurt from her husband to be she is happy cause he is now gone and then shocked again. When she found out that he was dead she goes to her room and sheds tears of happiness. After her sister finally gets here to come down stairs Brently walks in. Being so shocked to realizes hes not dead after all she dies of what the say is heart diease.

An Analysis of Project Networks as Resource Planning Tools

| Following is an analysis of project networks as resource planning tools. The analysis will be segmented into three topical areas to include: * Risks associated with leveling resources, compressing, or crashing projects, and imposed durations or â€Å"catch-up† as the project is being implemented; * Advantages and disadvantages for reducing project scope to accelerate a project and what can be done to reduce the disadvantages * Three options for reducing project duration and advantages and disadvantages to these options Risks Associated with Leveling Resources, Compressing, or Crashing Projects, and Imposed Durations or â€Å"Catch-Up† The text (Gray and Larson, 2008) gives good definitions for the risks associated with certain actions used to offset resource constraints. The act or process of evening out â€Å"resource demand by delaying noncritical activities (using slack) to lower peak demand† (Gray and Larson, 2008) is considered leveling resources. This action ultimately increases the resource utilization, which is more than likely the desired result. Even though one may get the desired results resource-wise, leveling resources often results in pushing out the end-date of a project. In most cases, that is the extreme outcome. Another risk that bears its head when slack is reduced, is loss of flexibility which equates to an increase in critical activities. Without slack anywhere in a project network, ALL activities become critical. This means that everything has to fall perfectly in place in order to stay on the prescribed timeline. Compressing a schedule means that you will be conducting project activities in parallel. Compressing is not applicable to all project activities. A good example can be seen if you have activities labeled â€Å"Hire Workers† and â€Å"Dig Foundation†. You can’t implement the â€Å"Hire Workers† and â€Å"Dig Foundation† activities in parallel because to dig a foundation you need to have someone to do the digging. (brighthub. com/office/project-management/articles/51684. aspx#ixzz0ongX7ECF, 20 May 2010). Risks of compressing include: * Increases risk of rework * Increases communications challenges, and may * Require more resources Crashing a schedule involves allocating more resources so that an activity can be completed on time or before time, assuming that by deploying more resources the activity can be completed earlier. One good aspect about crashing a schedule (just like compressing), you do not need to crash all activities. The activities that impact the schedule are those with no slack, thus being the only ones that are affected. Risks associated with this action are as follows: â€Å"Budget: Since you allocated more resources, you will not deliver the project on-budget. Demoralization: Existing resources may get demoralized by the increase in people to complete activities that were originally assigned to them. Coordination: More resources translates to an increase in communication challenges† (brighthub. com/office/project-management/articles/51684. aspx#ixzz0onfuKUmj, 20 May 2010). These risks combined or by themselves can ultimately pose the overall risk of reducing the effectiveness of the existing resources. Advantages and Disadvantages for Reducing Project Scope to Accelerate a Project and what can be Done to Reduce the Disadvantages Reducing the scope of the project can lead to big savings both in time and costs. It typically means the elimination of certain tasks. At the same time scaling down the scope may reduce the value of the project such that it is no longer worthwhile or fails to meet critical success factors. An advantage to reducing project scope is the project is more likely to stay on schedule and on budget. It also allows for more focus being applied to the remaining deliverables in the project scope. A disadvantage that may arise is loss of quality in work due to key quality deliverables selected to be cut in order to balance the timeline of the project. The key to offsetting the disadvantages is â€Å"reassessing the project requirements to determine which are essential and which are optional. This requires the active involvement of all key stakeholders. More intense re-examination of requirements may actually improve the value of the project by getting it done more quickly and for a lower cost. † (just answer. com 21 May 2010) Three Options for Reducing Project Duration and Advantages and Disadvantages to these Options Reducing the duration a project can be managed by reducing the duration of an activity/activities almost always results in higher direct cost. When the duration of a critical activity is reduced, the project’s critical path can be change with other activities and that new path will determine the new project completion date. Following are three options to reducing project duration. Adding Resources: This is a popular method to reduce project time by assigning additional staff and equipment to activities-if it is assessed appropriately. The activities at hand need to be researched accordingly and proper determinations of how much time will be saved prior to just throwing bodies at it. The first thing that comes to mind when you add resources is â€Å"double the resources, reduce the length of the project in half. The unforeseen disadvantage that arises is the increase in the amount of time that an existing team member must spend in explaining what has been done already and what is planned. This increases the overall communication time spent by the team which phenomenally ends up adding/losing valuable time. Outsourcing Project work: A common method for shortening the project time is to subcontract an activity. The subcontract may have access to superior technology or expertise that will accelerate the completion of the activity (Gray and Larson, 2008). Additionally, significant cost reduction, and flexibility can be gained when a company outsources (Gray and Larson, 2008). Disadvantages that may be experienced are conflict due to contrasting interpersonal interactions and internal morale issues if the work has normally been done in-house (Gray and Larson, 2008). Scheduling Overtime: The easiest way to add more labor to a project is not to add more people, but to schedule overtime. The www. businesslink. gov outlines potential advantages of using overtime working include: * a more flexible workforce * the ability to deal with bottlenecks, busy periods, cover of absences and  staff shortages without the need to recruit extra staff * increased earning for employees * avoidance of disruption to jobs where the workload is more difficult to share,  e. g. ransport and driving * the ability to carry out  repair and maintenance which has to be done outside normal working hours However, disadvantages may include: * the expense of premium overtime rates * inefficiency if employees slacken their pace of work in order to qualify for overtime * regular long wo rking hours, which  can adversely affect employees’ work, health and home lives * fatigue, which  may increase absence levels and lead to unsafe working practices * employee expectations of overtime, leading to resentment and inflexibility if you try to withdraw it. (businesslink. gov, 22 May 2010) Conclusion Usage and availability of resources are essential considerations when establishing Project Networks in Resource Planning. This analysis has focused on some of the risks of certain actions used to offset resource constraints, advantages/disadvantages for reducing project scope, and options/advantages/disadvantages for reducing project duration. If implemented correctly, careful consideration of the outlined risks will make managing a project a little less painless. References Brighthub. com. Difference Between Schedule Crashing and Compressing, Retrieved 20 May, 2010 http://www. brighthub. com/office/project-management/articles/51684. aspx#ixzz0onfuKUmj Brighthub. com. When to Crash or Compress a Schedule, Retrieved 20 May 2010 http://www. brighthub. com/office/project-management/articles/51684. aspx#ixzz0onfuKUmj Read also: Conveyor Belt Project An Analysis of Project Networks as Resource Planning Tools | Following is an analysis of project networks as resource planning tools. The analysis will be segmented into three topical areas to include: * Risks associated with leveling resources, compressing, or crashing projects, and imposed durations or â€Å"catch-up† as the project is being implemented; * Advantages and disadvantages for reducing project scope to accelerate a project and what can be done to reduce the disadvantages * Three options for reducing project duration and advantages and disadvantages to these options Risks Associated with Leveling Resources, Compressing, or Crashing Projects, and Imposed Durations or â€Å"Catch-Up† The text (Gray and Larson, 2008) gives good definitions for the risks associated with certain actions used to offset resource constraints. The act or process of evening out â€Å"resource demand by delaying noncritical activities (using slack) to lower peak demand† (Gray and Larson, 2008) is considered leveling resources. This action ultimately increases the resource utilization, which is more than likely the desired result. Even though one may get the desired results resource-wise, leveling resources often results in pushing out the end-date of a project. In most cases, that is the extreme outcome. Another risk that bears its head when slack is reduced, is loss of flexibility which equates to an increase in critical activities. Without slack anywhere in a project network, ALL activities become critical. This means that everything has to fall perfectly in place in order to stay on the prescribed timeline. Compressing a schedule means that you will be conducting project activities in parallel. Compressing is not applicable to all project activities. A good example can be seen if you have activities labeled â€Å"Hire Workers† and â€Å"Dig Foundation†. You can’t implement the â€Å"Hire Workers† and â€Å"Dig Foundation† activities in parallel because to dig a foundation you need to have someone to do the digging. (brighthub. com/office/project-management/articles/51684. aspx#ixzz0ongX7ECF, 20 May 2010). Risks of compressing include: * Increases risk of rework * Increases communications challenges, and may * Require more resources Crashing a schedule involves allocating more resources so that an activity can be completed on time or before time, assuming that by deploying more resources the activity can be completed earlier. One good aspect about crashing a schedule (just like compressing), you do not need to crash all activities. The activities that impact the schedule are those with no slack, thus being the only ones that are affected. Risks associated with this action are as follows: â€Å"Budget: Since you allocated more resources, you will not deliver the project on-budget. Demoralization: Existing resources may get demoralized by the increase in people to complete activities that were originally assigned to them. Coordination: More resources translates to an increase in communication challenges† (brighthub. com/office/project-management/articles/51684. aspx#ixzz0onfuKUmj, 20 May 2010). These risks combined or by themselves can ultimately pose the overall risk of reducing the effectiveness of the existing resources. Advantages and Disadvantages for Reducing Project Scope to Accelerate a Project and what can be Done to Reduce the Disadvantages Reducing the scope of the project can lead to big savings both in time and costs. It typically means the elimination of certain tasks. At the same time scaling down the scope may reduce the value of the project such that it is no longer worthwhile or fails to meet critical success factors. An advantage to reducing project scope is the project is more likely to stay on schedule and on budget. It also allows for more focus being applied to the remaining deliverables in the project scope. A disadvantage that may arise is loss of quality in work due to key quality deliverables selected to be cut in order to balance the timeline of the project. The key to offsetting the disadvantages is â€Å"reassessing the project requirements to determine which are essential and which are optional. This requires the active involvement of all key stakeholders. More intense re-examination of requirements may actually improve the value of the project by getting it done more quickly and for a lower cost. † (just answer. com 21 May 2010) Three Options for Reducing Project Duration and Advantages and Disadvantages to these Options Reducing the duration a project can be managed by reducing the duration of an activity/activities almost always results in higher direct cost. When the duration of a critical activity is reduced, the project’s critical path can be change with other activities and that new path will determine the new project completion date. Following are three options to reducing project duration. Adding Resources: This is a popular method to reduce project time by assigning additional staff and equipment to activities-if it is assessed appropriately. The activities at hand need to be researched accordingly and proper determinations of how much time will be saved prior to just throwing bodies at it. The first thing that comes to mind when you add resources is â€Å"double the resources, reduce the length of the project in half. The unforeseen disadvantage that arises is the increase in the amount of time that an existing team member must spend in explaining what has been done already and what is planned. This increases the overall communication time spent by the team which phenomenally ends up adding/losing valuable time. Outsourcing Project work: A common method for shortening the project time is to subcontract an activity. The subcontract may have access to superior technology or expertise that will accelerate the completion of the activity (Gray and Larson, 2008). Additionally, significant cost reduction, and flexibility can be gained when a company outsources (Gray and Larson, 2008). Disadvantages that may be experienced are conflict due to contrasting interpersonal interactions and internal morale issues if the work has normally been done in-house (Gray and Larson, 2008). Scheduling Overtime: The easiest way to add more labor to a project is not to add more people, but to schedule overtime. The www. businesslink. gov outlines potential advantages of using overtime working include: * a more flexible workforce * the ability to deal with bottlenecks, busy periods, cover of absences and  staff shortages without the need to recruit extra staff * increased earning for employees * avoidance of disruption to jobs where the workload is more difficult to share,  e. g. ransport and driving * the ability to carry out  repair and maintenance which has to be done outside normal working hours However, disadvantages may include: * the expense of premium overtime rates * inefficiency if employees slacken their pace of work in order to qualify for overtime * regular long wo rking hours, which  can adversely affect employees’ work, health and home lives * fatigue, which  may increase absence levels and lead to unsafe working practices * employee expectations of overtime, leading to resentment and inflexibility if you try to withdraw it. (businesslink. gov, 22 May 2010) Conclusion Usage and availability of resources are essential considerations when establishing Project Networks in Resource Planning. This analysis has focused on some of the risks of certain actions used to offset resource constraints, advantages/disadvantages for reducing project scope, and options/advantages/disadvantages for reducing project duration. If implemented correctly, careful consideration of the outlined risks will make managing a project a little less painless. References Brighthub. com. Difference Between Schedule Crashing and Compressing, Retrieved 20 May, 2010 http://www. brighthub. com/office/project-management/articles/51684. aspx#ixzz0onfuKUmj Brighthub. com. When to Crash or Compress a Schedule, Retrieved 20 May 2010 http://www. brighthub. com/office/project-management/articles/51684. aspx#ixzz0onfuKUmj Read also: Conveyor Belt Project

Social Media and Brand Reputation Dissertation

Social Media and Brand Reputation - Dissertation Example Reputation risk has been considered the primary threat to business operations and the market value of their organizations. Despite this, organizations have been neglecting reputation risk management strategies. Thus with the aim to educate businesses on the ways in which brands might deal with ‘viral’ social media events to ensure they do not damage the reputation of the brand, three objectives were set in Chapter I. This was a qualitative study based on secondary data and after extensive literature in Chapter Two the study has achieved its objectives. The study finds that social media has changed how businesses function. Social networking applications create and manage a digital expression of people’s personal relationships or links. Social networking has the ability to expand social contacts, accelerate business processes, improve customer relations, reduce cost of recruitments, improve staff morale, motivation and job satisfaction among employees. It also provi des a collaborative learning environment where knowledge workers can be grouped together. Social media can be termed as an alternative communication tool which supports existing relationship and enriches the users’ experience. ... Web 2.0 technology presents opportunities for companies to be closer to their customers, to their markets, to observe and collect information. Companies form online brand communities where consumers can have direct but non-intrusive connection with the brand which generates a sense of belonging to the group. However, the same social media platform can also damage the brand reputation. Social software is susceptible to intentional attack when groups or an individual can bend the system to suit its purpose. Users have the freedom to express strong emotions and incidents soon go ‘viral’ which negatively affects the reputation of the organization. Social media fuels new expectations about the organization and it becomes essential for the organization to respond to it. Corporations have little control over information flow and information posted with malicious intentions can damage corporation’s reputation that may have taken years to build. Social media crises have oc curred because social business readiness is lacking even in the most advanced companies. Thus, the study concludes by presenting a model to educate businesses on the ways in which brands might deal with ‘viral’ social media events. Imitations to the study have been highlighted and recommendations for further research in this sector have been made. Table of Contents Chapter One: Introduction 1.1 Background 1 1.2 Problem statement 2 1.3 Research aims and objectives 3 1.4 Structure of the study 3 Chapter Two: Literature Review 2.1 Chapter Overview 5 2.2 Definition – social media and social networking 5 2.3 Potential of Web 2.0 technology and social networking sites (SNS) 5 2.4 Benefits of social media

Pharmacology ( Paramedic ) Essay Example | Topics and Well Written Essays - 750 words

Pharmacology ( Paramedic ) - Essay Example the incremental cost-effectiveness ratio of Ipilimumab as obtained from a similar research, the cost effectiveness of ipilimumab was found to be $78,218 per life year gained (Barzey et al. 2012, p. 73). This means that the ipilimumab is more cost effective. Adrenergic drugs are the pharmacological compounds that stimulate adrenergic nerves directly. They do this by mimicking the action of epinephrine or adrenaline in the body or stimulating their release. These drugs are used I treatment of life-threatening disorders including asthma, cardiovascular conditions such as cardiac arrest and in allergic reactions. Adrenergic receptors are widely distributed in the body and these drugs act on these receptors. However, their selectivity determines the receptors that the drug group will act on and hence the efficacy and side effects. There are two major groups of adrenergic receptors, which are alpha-receptors and beta-receptors. Those that act selectively on alpha-receptors are associated with constriction of blood vessels especially in the bronchial mucosa and relaxation of gastrointestinal smooth muscles. Those that are beta selective relax bronchial smooth muscles and dilation of bronchi. The beta-adrenoceptors also increase the heart rate and contractility of the heart. This means that using a drug such as salbutamol, which is a beta-adrenergic receptor agonist in asthma will be effective in causing dilation of the bronchi and hence relieve of symptoms. In addition, the drug will cause a considerable increase in heart rate and heart contractility as side effects due to its action on the heart muscles (Baker 2010, pp 1048-1061). The enzyme phosphodiesterase-5 is responsible for the degradation of cGMP in the smooth muscles of small blood vessels especially in the corpus cavernous of the penile shaft. The enzymes are also present in the arterial smooth muscles of the lungs. Inhibitors of this enzyme relieve erectile dysfunction and pulmonary hypertension. Since

Cell Chemistry (mod 2 SLP) Essay Example | Topics and Well Written Essays - 750 words

Cell Chemistry (mod 2 SLP) - Essay Example The natural heat and intense pressure of the earth act on the mass and bacteria convert the matter into precursor substances for the formation of hydrocarbons. The hydrocarbons migrate to the surface through permeable rock layers or get trapped in impermeable rock membranes (Simanzhenkov, 2003, pp. 14-16). Autotrophs are organisms that can make their own food from the available substances through photosynthesis or chemosynthesis while Heterotrophs are organisms that cannot make their own food and thus depend on other organisms including plants and animals for food. Examples of Autotrophs are algae, plants and certain bacteria. Examples of Hetetrophs include omnivores, carnivores and herbivores. Both photosynthetic autotrophs and chemosynthetic autotrophs organisms produce their own food from the surrounding substances. Photosynthetic autotrophs also known as phototrophs make their own food by using light energy to convert organic compounds to food. Chemosynthetic autotrophs also known as chemotrophs make their own food by using light energy to oxidize compounds such as Hydrogen sulphide. The first photosynthetic pathway, photophosphorylation, uses light energy to produce ATP and reduction electron carrier, NADPH+ H+. Nitrogen fixation reduces atmospheric nitrogen into ammonia. Both photophosphorylation and nitrogen fixation are reduction pathways. The Nitrification process is an oxidation pathway that produces nitrate from the oxidation of ammonia and the second photosynthetic pathway, Calvin-Benson cycle is also an oxidation process uses energy from NADPH+, H+, ATP and carbon dioxide to produce carbohydrates. Bioassay is a test used to measure the effects of a substance to living things. The procedures determine purity concentration and biological activity of substances. The scientists used a bioassay in the study since assays are acute

Business Ethics and Virtue Ethics 3 SLP Essay Example | Topics and Well Written Essays - 750 words

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Check the attachment Assignment Example | Topics and Well Written Essays - 500 words

Check the attachment - Assignment Example The aim of this paper is to analyze colour combination or application techniques based on three images (Foo Fighters Wasting Light Album cover, SMH Fletcher Jones advertisement and Interior). Considering the given images, several techniques of colour combination or scheme are evident. The first picture (Foo Fighters) indicates an extensive use of analogous-complementary colour scheme. This combination technique combines colours that are primarily comparable in hue by adding a small fraction of contrasting colour (Feisner, 2000). In the said image â€Å"Foo Fighters†, colours that are primarily comparable in hue are red-purple-green. These complementary colours contrast and due to their full saturation on the image, they create a vibrant look (Nita, 2008). According to Livingstone (2002), this design can be enhanced by initiating a warm brogue color flanking a cool corresponding colour. Alternatively, a cool accent color can be merged with a warm colour. This analogy is evident in the image where the accent colours harmonize the designs (Ryan and Conover, 2004). The second image (SMH Fletcher Jones advertisement) is an example of a monochromatic colour combination technique. This technique is characterized by one single color or varying intensities of a particular color such as taupe and light taupe (Albers, 1963). Compared with other colour combination techniques, the effect of this technique on the given image is extremely quieting. This effect is apparent because of the dark background featured on the image. Despite this evaluation, this technique is considered by many as the easiest (Delamare and Guineau, 2000). However, for advertising purposes this technique is not recommended because it hardly catches the attention of people. It can find meaningful application in movie theatres. The third picture (Interior) is characterized by use of hue-similarity combination technique. In this image, the

Human Growth and Development Essay Example | Topics and Well Written Essays - 250 words

Human Growth and Development - Essay Example I will ask her the reason why she is taking drugs. I will then explain that taking drugs have adverse effects on her that she may not know now but will later on have bad effects on her well-being. If she tells me that it is because of peer pressure that she used drugs, I will suggest to her that I think it is best that she stays away from those group of friends because they are not a good influence on her. I will also assure my daughter that I am always here ready to listen to her and that I want to help her to stop using drugs. Assuming that my daughter denies the use of drugs when I confront her, I can also ask the help of a qualified counselor who can help both my daughter and me deal with the problem. These people are professionally trained to handle situations like this. They will be able to assist me to dig deeper into the problem of my daughter and determine the real reason behind the use of drugs. They could recommend specific course of treatment for my daughter, depending on the severity of the use of drugs. As a parent, I will need a lot of professional advice from these counselors on how to relate with my daughter so that she will be more open to me and not resort to her friends Lastly, I should try to give more attention to my daughter and try to know her friends too.

Systems Approach To Information Systems Change Essay

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Nucor Essay Example for Free

Nucor Essay 1. What are Nucor’s resources and capabilities Nucor resources are considered to be the same as any other steel company (equipment, plants, employees, etc.). But to be considered the most cost efficient steel maker in the United States is a different conversation. Nucor manages their resources extremely well from control system, to the company’s culture that promotes efficiency. Management relations are described as â€Å"informal, trusting, and non bureaucratic†, that is a winning combo for a company. Another source of success was Nucor’s ability to stop equalizing freight, giving customers price plus shipping. 2. How would you assess Nucor’s resources in terms of heterogeneity and immobility? Nucor utilized two lines of business; the first line was composed of six steel plants that made steel joist frames. The second line was composed of four steel mills that used a industry leading mini-mill technology to supply the joist plants at first then included customers. Each division operated on its own (selling, manufacturing, accounting, personnel). Nucor’s immobility was exceptional as well, using around 150 trucks to ensure on-time delivery. They strategically placed plants in rural areas near their target markets, I feel that Nucor has a great position when it comes to resources and intern that makes them extremely competitive. 3. Using the VRIO model, how would you evaluate Nucor’s resources. In terms of value I would place Nucor as high. The resources they utilize gives them a good competitive advantage, and when you look at their culture internally they promote efficiency. Comprise that will strong outside relationships described as trusting, that is a high value. Rarity I would say low, there are tons of steel firms competing in the marketplace. When it comes to limitability Nucor has well developed a plan that is hard to duplicate (Job security, efficiency, ect.)so I would rate that a high as well. Organization is high also, no other steel company is organized to win as Nucor and that itself differentiates them from the competition. 4. What strategic recommendations would you offer to Nucor? Adding more plants is always a benefit, results in an increased market share. Also entering global market would be something I would pitch, countries like India pay top dollar for steel since the country doesn’t produce a lot of it. Keeping up with relationships of current clients to turn them into long term customers would help as well, this also avoids the cyclical demand that excess capacity causes.

Macbeth by William Shakespeare Essay Example for Free

Macbeth by William Shakespeare Essay Shakespeare wrote Macbeth between 1603 and 1606 for King James 1st (England) and 6th (Scotland). Its about a tale of royalty treachery heroes and witches. During the reign of Queen Elizabeth 1 the public were full of tales of witches and evil. Witchcraft was a subject that the English took very seriously. They believed that a witch had a third nipple under her arm. They burned women or threw them in lakes to see if they floated, if they did, they were sentenced to death. It is estimated that in Scotland between 1564 and 1603 eight thousand suspected witches were burned to death. These executions did not cease until the end of the seventeenth century. The sight of witches in an Elizabethan theatre would have been terrifying for the audience. For my English coursework on Macbeth I have chosen to look at act one scene one, two and three. This is due to the simple fact that it is the introduction to the play and indeed it sets the feel to the whole play In Shakespeares play, we open during a thunderstorm; this prepares us for the evil witches. Three witches come onto the stage: When shall we three meet again In thunder, lightning, or in rain? The first witch asks what the setting shall be for their next meeting, thunder, lightning and rain conditions that most people would find frightening and would stay away from. The second witch says that they will meet: When the hurlyburlys done, When the battles lost and won. We then find out that they are going to meet on the heath. They have insight into the future. The witches tell us that they are going to meet Macbeth. We do not know who Macbeth is or why the witches are meeting him, but we think that he must be evil because he is linked with the witches. Their familiars call to them and they disappear chanting: Fair is foul, and foul is fair: This expresses the main themes in the play, the reversal of fortunes, and the fact that appearance can be deceptive. And we later see Macbeth is fair in Duncans eyes but underneath he is foul, he will later betray Duncan. The opening scene is exactly thirteen lines long, thirteen is unlucky and in those times unlucky things were bad. So by this point the audience will have picked up that these are bad people. Scene two opens in a camp near the battlefield; King Duncan, Malcolm and Donalbain, his sons, and Lennox are present. They see a bleeding Captain and ask him how the battle is going. The Captain tells them how well Macbeth fights: For brave Macbeth well he deserves that name- Till he unseamed him from the nave to the chops, And fixed his head upon our battlements. This is portraying a picture of a tall and strong man who is highly regarded by the experienced fighters in the army. Duncan then praises Macbeth by calling him O valiant cousin, worthy gentleman This presents us with a very different view of the main character, a relative of the kings, well brought up, a courtier, but still highly regarded. The Captain then goes on to tell us of how Macbeth and Banquo responded to a fresh attack by the Norweyan lord, Sweno: they Doubly redoubled strokes upon the foe. Except they meant to bathe in reeking wounds, Or to memorise another Golgotha, I cannot tell- Macbeth and Banquo had fought back twice as hard as if they meant to kill every man there or to create a new burial ground, he could not tell. This shows how good and strong Macbeth is in battle. The Captain goes and Ross and Angus arrive. They tell Duncan that Bellonas bridegroom had won the battle. Macbeth had won and they were painting him as a god. They also tell Duncan that the Thane of Cawdor was a traitor, Duncan decides to reward Macbeth by giving him the Thane of Cawdors title. This is ironic because Macbeth will become a traitor too. We now have two opinions of Macbeth, one evil Macbeth, linked to the witches, and one good Macbeth, a noble warrior who has fought well in battle to protect his country. The third scene is set on the heath, the witches are there, and telling each other what they have been doing since they last met. The first witch wants to put a spell on a sailor whose wife refused to give her chestnuts. She is going to toss his ship about and make sure that he does not sleep. This is reflected when Macbeth can not sleep later on in the play. The third witch shouts: A drum, a drum! Macbeth doth come. They know that it is Macbeth, this too shows the witches insight. A drum is significant because it is a military symbol. We now meet Macbeth and Banquo. The first words Macbeth say are: So fair and foul a day I have not seen. This reflects the words of the witches: Fair is foul, and foul is fair. Which tells us that he is in tune with them and therefore in tune with evil. It is Macbeth who demands to hear what the witches have to say: Speak, if you can: what are you? They acclaim him: All hail Macbeth! Hail to thee, Thane of Glamis! All hail Macbeth! Hail to thee, Thane of Cawdor! All hail Macbeth! That shalt be king hereafter! Macbeth starts and Banquo asks him why. The witches have seen his thoughts and know his ambitions, he is afraid to hear that other people know his desires. Banquo asks them what the future holds for him and the witches reply: Hail! Hail! Hail! Lesser than Macbeth, and greater. Not so happy, yet much happier. Thou shalt get kings, though thou be none: Then they disappear again into the mist. Macbeth is not happy with the information he has received and demands that they stay and tell him how he is to become Thane of Cawdor and the king. The audience will now be itching to see if the latest predictions are true: after all, the previous have all now happened. Ross and Angus arrive on the scene, they have come from the king to award Macbeth with the title of the Thane of Cawdor. Macbeth doesnt know that the Thane has been sentenced to death for betraying the king: The thane of Cawdor lives. why do you dress me In borrowed robes? Banquo is amazed that the witches are right: What, can the devil speak true? Macbeth thinks to himself: Glamis, and thane of Cawdor: The greatest is behind. He thinks that they are evil and will bring about Macbeths downfall: And oftentimes, to win us to our harm, The instruments of darkness tell us truths, Win us with honest trifles, to betrays In deepest consequence. Macbeth thinks about Banquos words and fights with his ambition and decides to let fate take its course: If chance will have me king, why chance may crown me, Without my stir. In any screen version, Macbeth on the Estate, I expect a great warrior, respected by the king and fellow noblemen of Scotland. His best friend, Banquo is always by his side, and both dressed in armour coming from battle, with wounds. Macbeth should be about thirty-five to forty, he should be strong and masculine, as he has the strength to unseam a man: from the nave to the chops. I review now two modern interpretations of the play the first will be, Macbeth on the Estate is set on the Ladywood Estate in Birmingham; this is the first difference between the screen version and the text. We open on a desolate estate, you can hear the wind, it is misty, dull, dark and grey. The high rise flats break the skyline. The ground is covered in mud and rubble, something used to be there but has been destroyed. A character comes on scene, he isnt a witch, he is the Thane of Fife, Macduff. He is wearing a black tracksuit and speaks with a Jamaican accent, his words have rhythm. He tells us that what we are about to see, that Duncan is king and that he has become fat and lazy, he is no longer a good king. He tells us that there had been some problems and Duncan had told Macbeth to sort them out. The screen blacks and we see the title, when we return, we get a view from a smashed window, signifying violence. There is eerie music playing in the background, the estate is empty, abandoned. We get a clip of an alley, there are rats running around in it, this shows disease, dirt and decay. We then get a shot of a building, and a shot of another building with some children playing outside it, some men come along and they run away. The camera moves to the inside of a house, the door is kicked in and the men run into the house. The characters are introduced by freeze-frame the first man, the leader is Macbeth, he is wearing jeans and a dark jumper, this may suggest that he is evil. The other characters are introduced including Duncan, who is not at the battle. He is in a Public House; smoking and drinking, he is wearing a bright shirt, which is not buttoned, he is lazy and immoral, he is not as nice a king as Shakespeares Duncan. This makes Macbeth seem less evil when he kills him. The production is not about good fighting evil, it is about bad fighting worse. Shakespeare meant this as a morality play, however this is not a moral king and I feel that it makes me feel more sympathy for Macbeth when he betrays Duncan. The camera brings us back to the house, they are using pepper spray and baseball bats. The image is extremely violent. The television is switched on and Macbeth is distracted by it. The National Lottery is on, he seems drawn to it and is then disgusted by it and smashes the screen. Upstairs Malcolm and Macduff are fighting when they see the Thane of Cawdor, Malcolm jumps out the window Macduff is pushed down the stairs and they go back to tell Duncan. Macbeth comes up the stairs and gets trapped with Banquo. We go back to the Public House, where Malcolm and Macduff have just arrived Macduff keeps pushing Malcolm away. He tells Duncan of how the battle is progressing. This is the role of the Captain in the play. In the play we dont see the battle, this shows us a more violent side to Macbeth, however it shows him as a warrior, not just a nobleman and a loving husband. We hear that Macbeth has won the battle and all the men are praising him. Duncan decides to reward Macbeth with the title the Thane of Cawdor, he sends men to kill the present Cawdor and deliver the message to Macbeth. We then have another extra scene, they drag Cawdor to a car. Three children, the witches, have just broken the window. Cawdor is shut in the car and Malcolm sets it alight. He takes his punishment and does not attempt to escape. A close up on his face shows his disclaim for the learning Malcolm I think that Macbeth would do the same, they are alike, they are both traitors. The camera then follows the black smoke upwards. The eerie music is still playing in the background. We see Macbeth and Banquo walking past a building, voices start to shout from windows and doorways. The voices get faster and come from all over the building. The camera follows the sound. Macbeth moves to go into the building, he seems drawn to it, Banquo tries to stop him but he walks in. They go up some stairs, Macbeth seems to be following something and leads Banquo under some low gaps in the wall to a room. They go in and the witches are standing there. There are candles and tarot cards in the room. They speak to him and he scorns them. The witches are not as frightening as Shakespeares witches are; they do not have the same effect. A car horn beeps and Banquo leaves, Macbeth lingers, again drawn to the evil, and keeps looking at them, walking backwards through the door. They walk out onto the balcony, Macduff and Ross are waiting in a car below, and they tell Macbeth that he is the new Thane of Cawdor and that the old Thane is dead. They get into the car to go to Duncan. We get a close-up of Macbeth in the car, he looks out of the window and thinks about all that has happened if chance shall have me King, why chance may crown me Without my stir Ross is saying the porters speech; this scene is used after the murder of Duncan in the play. They reach the public house and again Macbeth is the first person to come through the door, he gives Duncan money and then starts a pretend fight with him. Duncan gives him his ring as a reward, he has a tattoo saying love on his hand. I think that this shows that he is close to Macbeth. The scenes in the screen version are not in the same order as in the play. The actors are using Shakespearean language in a modern setting. I do not think that this works well. I think that the Macbeth on the screen reacts well with the witches, he is drawn to them. The screen version of Macbeth is not what I imagined him to be like; he is not a well-built man. Banquo is closer to my image of Macbeth. He does not seem to be in an army, whereas in the play there was a military tie with the drum. The fight seems to be a turf-war over drugs. Duncan is not as moral as Shakespeare made him, he smokes and drinks alcohol, he is not a good king. The setting is different, the scenes are not the same, and the morality aspect has changed. The screen version does not portray Macbeth as the tragic hero. He is not the Macbeth I expected to see. The second screen version I am going to look at is Granada, again I expected to see a great warrior, but now I am more curious after seeing the Macbeth on Macbeth on the estate. The Granada version shows us an even more futuristic view of Macbeth but this time it uses actual warriors instead of vicious gangs of thugs, and they are actually fighting another country. We open on the wasteland with the witches. There are lots of bodies and old rubbish skips it looks as though there has been a battle fought here recently. We get a camera shot of the witches robbing the bodies anybody watching the scene can tell that these people are bad, evil almost as robbing the dead is frowned upon by anyone. The witches are dressed in rags and torn cloths they are grubby, they have rotten teeth and are wearing tacky plastic jewellery, They look like tramps. As they each say their lines we get a close up of each witch. When shall we three meet again I can see a middle aged woman rushing to strip the riches of a dead body, when the witches are all finished talking to each other we see them running away from the bodies and disappearing into thin air. there to meet with Macbeth Clutching watches in their hands. The camera then cuts a close up of Macbeth. This time Macbeth looks like I expected he looks strong, he looks like a warrior and he looks braver than the Macbeth we have seen from Macbeth on the estate. The camera cuts to scene two upon a hill in the country side with Duncan, Malcolm an Donalbain, Malcolms sons and Lennox standing talking, we are not told that is who they are but any one who has seen Macbeth before will know that this is who they are. With an explosion the Captain arrives war torn and bleeding, he staggers up the hill towards the group of man with his rifle slung over his back. His rifle is the currant issue weapon to the British Army so again it shows the modern aspect of the play. The Captain falls to the ground I front of the men, Duncan grabs hold of the Captain and shakes him. I can see that this Duncan is also more healthier than the king from Macbeth on the estate, he demands to know what is happening with the war and what about Macbeth. The Captain tells him that they have won the battle and that Macbeth has unseamed a mans body from his nave to his chops. The group all cheer at this they are all proud of their warrior Macbeth. Duncan then realises the Captain and orders someone to take a look at his wounds. Then with another explosion Angus and Ross appear they give the king the news of the Thane of Cawdors betrayal, king Duncan gives the order of the Thane to be killed and Macbeth to be given his title. They turn and leave down the hillside with their guns slung over their backs. The next scene begins in an original sort of way as Macbeth and Banquo riding down towards the wasteland on scramblers. This indeed is futuristic portrayal of the events, maybe the scramblers are there to represent the horses. They are now walking through the wasteland and spot the witches the viewers can now see that the witches predictions are true. Banquo spots them huddled around a fire and asks Macbeth what they are, Macbeth draws his gun and asks them to speak to him. They tell Macbeth his fortune and make paper crowns to symbolise the king, Macbeth is shocked by this and bites his nails, Banquo is questioning why Macbeth is worried and shocked by what the witches have to say. He then goes on to ask the witches what will become of him he seems happy. The witches then burn the crown in a nearby fire, they disappear in a star-trek like way again. Macbeth breaks out of his trance and calls for the witches to come back. I can see the power on his face he is almost annoyed that they are leaving it shows that he likes what they are saying. Its like saying goodbye to all the things he has ever wished for. Almost as soon as the witches leave there is another gunshot as Ross and Angus arrive, Macbeth is told that he has become the thane, he still seems shaken by the witches and now he seems disturbed. He turns his back on Ross, Banquo and Angus, this is what he will go on to do later on in the play to betray all the ones he knows on his quest to be King. He has his gun pressed against his cheek, he likes the power of the gun it makes him feel power, something that he longs to have, and we can hear his thoughts if chance will have me king, why chance may crown me, without my stir We can see instead of fighting everyone to become king he is waiting for chance to crown him, or make him king. He turns to his comrades and says Till then enough come now friends He calls them friends now but would he be calling them friends if he knew he was going to kill his best friend Banquo Out of the two screen versions I prefer this one it presents the Macbeth I think of when I read Shakespeares Macbeth. It shows good camera work to add to the effects. In this version the scenes are in the same order as the book unlike Macbeth on the estate which muddles them around. I also think the witches are better portrayed as adults they seem more evil robbing the bodies. This Duncan is a good king I think this makes Macbeth seem even worse when he goes to kill him it shows that he is willing to kill good people to get where he wants to be. The war seems to be a proper war over land the way it would have been in Shakespeares time, not over drugs. This Screen version does portray Macbeth as the tragic hero I expected to see after first reading the book. Macbeth in both versions seems in a trance like state while the witches are around I think this is significant because the witches could be setting a spell on him.

Childhood setting in enacting the rights of children

Childhood setting in enacting the rights of children One basic human rights principle laid down in the Universal Declaration of Human Rights, 1948 is that all human beings are born free and equal in dignity and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special protection by the UN legal framework (Steiner Alston, 2000). The UN Convention for the Rights of the Child (UNCROC), 1989 remind us that children, whilst retaining their entitlement to the full range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (DCI, 1995). In this 21st century, the status of children in Australia needs to be improved nationally and internationally for economic and political success in the future (Nyland, 1999). Teachers and caregivers have opportunities to incorporate rights education into any part of their program that creates openings for teaching children about rights (Waters, 1998). In this essay, I will discuss the role of early childhood settings in enacting and promoting the children rights envisaged in the UNCROC and in making these rights available to Australian children. Childrens Rights: Setting Standards Legal conceptions of children The adoption of the Convention on the Rights of the Child marked a fundamental shift away from past conceptions of children and childhood to a new one. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart Pavlovic, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to society (Hart Pavlovic, 1991). The human rights movement of the 20th century, previously focused for adult rights was extended to children (Hart Pavlovic, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. Now children are considered as rights-holders (CRC GC7, 2005) like adults. The UN Convention on the Rights of the Child, 1989 The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General Assembly on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while USA and Somalia have become signatories. The Convention is the most full and complete international legal document on childrens rights, covering their protection, growth and wellbeing (Alston, 1991). The Convention deals with child-specific needs and rights, and requires that states act in the best interests of the child (Nyland, 1999). The objective of the Convention is to protect children from discrimination, neglect, abuse and to promote childrens rights and serves as a focus point and a useful tool for civil society and individual people (Nyland, 1999). The widespread ratification of UNCROC by the international community has made it a powerful catalyst for action on behalf of young children and has gradually become embedded within the policies and practices of all who works with children. According to Arnold (2004) The CRC has more signatories than any other international convention, and it is important for us to recognize the legal implications of this achievement in how we position our work (p.4). The effect of the Convention for Children in Australia From the ratification of the UNCROC in 1990 by Australia until the present, we can say that the Convention has realised neither the brightest hopes of its supporters nor the most terrible fears of its opponents. The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms. Thus for the purpose of human rights and equal opportunity, the Convention has been affirmed an international instrument relating to human rights and freedoms (Alderson, 2000). Consequently, the Convention has provided the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions. Childrens rights and early childhood settings Early childhood, the period from birth to 6-8 years, is a significant and unique time in the life of every individual. Children mainly stay at home, schools and recreational institutions in their everyday lives during these years (Rasmusen, 2004). These environments have been created by adults therefore adults play a powerful and unique role in building quality early childhood practice. Quality experiences for each child are supported and ensured by the experience, qualification and competencies of adults, in addition to their capacity to reflect upon their role (Wyatt, 2004). This challenging and vital role in the life of the young child needs to be appropriately supported, resourced, and valued. Therefore, quality early childhood care and education must value and support the role of parents as well as that of the staff (Thorpe Thomson, 2003). The best interest of the child is promoted by the open, honest and respectful partnership with parents. Basing early childhood services on childrens rights Childrens rights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full development of every child to her or his full potential (Butler, 1993), and early childhood education and care settings share that direction and commitment. The Convention states that the first objective of education is the development of the childs personality, talents and mental and physical abilities to their fullest potential (Art. 29 (1)). Quality Early childhood education and care contributes to the full personal development of children. Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities appropriate to the age of the child and to participate in cultural life (Art. 31). Institutions also have particular regard for the specific needs and rights of particular groups of children specified in the Convention: refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, 2000). In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the key documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights (ECA Code of Ethics, 2006). Its policy positions are based on principles that reflect adherence and commitment to the Convention on the Rights of the Child (ECA position statement consulting with young children). Childrens rights issues for early childhood institutions Early childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of particular groups of children such as indigenous children, refugee and immigrant children, and children with disabilities. The way childrens rights are interpreted and acted upon in early childhood institutions has some cultural/social implications (Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. Therefore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings. Mostly caregivers support childrens developmental activities on observed activities that focus mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the ideal of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been done by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential in upcoming future. In a child care centre caregivers can create an environment focusing on strengthening childrens development in a more holistic way, which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs (Nyland, 1999). The adult/caregivers role in these developmental areas/physical and social settings is one of scaffolding the child experiences through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996) i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1996). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the same physical environmen t (Nyland, 1999). But when the ZPA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996). For better understanding of the role of early childhood settings for the protection of children rights, the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996). At one hand the role of caregiver demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the straitjacket of areas of development and affords the child a voice while giving the caregiver a more meaningful role within the relationship (Nyland, 1999). Early childhood workers as leaders in childrens rights advocacy Early childhood educators have a vital role in advocating childrens rights by taking a proactive approach for recognizing their rights and responding appropriately to policies and systems which adversely affect childrens rights. Child advocacy emphasizes on giving due status to children, increasing their self-determination and the responsiveness and accountability of institutions affecting them (Melton, 1987). We (caregivers), then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be advocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience. Since children cannot look after their own interest and grossly disadvantaged in protecting their interest, rights and freedoms, therefore, they need advocates (Australia. LRC. HREOC, 1998). Conclusion The legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights. Children have the ability to construct their own images and now it is up to society to help them realize these images. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation. So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated: within family and caregiving environments; in relationship with peers; as part of a community; and as a member of society. This young child is to be considered holistically: as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (CRC GC7, 2005). Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

A Mortals Sense Of Immortality Essay -- essays research papers

A Mortal’s Sense of Immortality To fear death is to fear life itself. An overbearing concern for the end of life not only leads to much apprehension of the final moment but also allows that fear to occupy one’s whole life. The only answer that can possibly provide relief in the shadow of the awaited final absolution lies in another kind of absolution, one that brings a person to terms with their irrevocable mortality and squelches any futile desire for immortality. Myths are often the vehicles of this release, helping humanity to accept and handle their mortal and limited state. Different cultures have developed varying myths to coincide with their religious beliefs and give reprieve to their members in the face of irrevocable death. The same is true for the stories in the Book of Genesis and the Mesopotamians’ Epic of Gilgamesh. In these two myths similar paths are taken to this absolution are taken by the characters of Adam and Gilgamesh, respectively. These paths, often linked by their contradictions , end with the same conclusion for each man on the subject of immortality; that no amount of knowledge or innocence, power or humility, honoring or sinning, will achieve them immortality in the sense of a life without death. Eternal life for a mortal lies in memory by one’s friends and family after one’s death.   Ã‚  Ã‚  Ã‚  Ã‚  When Adam is created in the second chapter (and second creation story) of Genesis out of the dust by the newly created world of God, he is the most innocent being ever known. It says of he and Eve, “they were both naked, the man and his wife, and were not ashamed (Genesis 2:24)';, and why should they be, having no knowledge that their state was indecent? The opposite is true for Gilgamesh, who Anu grants “the totality of knowledge of all (Gilgamesh 3)';. Through the course of the epic we discover that Gilgamesh indeed does not have knowledge of all things, namely a grasp upon death. Adam does not even know that such a thing exists, thus his life, without the threat of death hanging overhead, is originally one of tranquility, happiness, and perfection. He is humble before his Lord God, with whom he shares the unique relationship of aiding him in His creation of all things. Adam’s life is full in this passive innocence and he has no need for any... ...am’s innocence and ignorance, followed by Gilgamesh’s fame and power to Adam’s humbleness, then their shared punishments and voyages/exoduses and finally their collective discovery about immortality. I find Adam more honorable in his quest, for he searches after unknowingly defying God, rather than Gilgamesh’s looking through defying the gods. Adam knew not what evil he was doing when he ate the fruit of the tree, pressed upon him by Eve and the serpent, for he did not know the subject of evil even existed. Gilgamesh, on the other hand, was arrogant and overbearing in his knowledge and strength, acting more like a spoiled brat than one who was two-thirds a god. His one major saving point is that he does realize humility in the face of death and after failing to find a means of immortality. I can associate much more with Adam and his innocence and meekness for the wills and works of God(s), whatever they may be and if they even exist, are above and beyond t he likes of me, a mortal being. I will live my life, the only one given to me, as best I can, not letting issues like inescapable death and unattainable immortality exhaust my limited time.

Humans and Nature: Depletion of Natural Resources by Humans Essays

Humans and Nature: Depletion of Natural Resources by Humans Early in human history, people used energy for heating, lighting, and cooking. As humans began to farm larger areas of land, their energy demands changed. Domesticated animals were used for energy sources to pull plows. When the Industrial Revolution occurred, people's energy demands further changed to meet the needs of industry. Work that was done by people and animals were then transferred over to machines. These machines required more natural resources such as iron and coal to produce large amounts of steel for tractors, pipes, and other devices. As the population increased, the demand for more products, such as clothing, shoes, and household items required more energy to be produced. The increased use of machines eventually led to an increased need for power. The needed power could only come from natural resources. The abundance of natural resources used to be generally assumed, but in recent years, questions are beginning to be raised, including the availability of fuel and other minerals. Decreasing supplies of natural resources and increasing world population growth has added pressure to the world's search for energy. Humans have harmed nature by overusing, wasting, and abusing its supply of natural resources. Growth in human population and in material living standards leads to increased production. More production, given the technologies that are currently employed, result in a rapid depletion of many natural resources and to the production of numerous pollutants which are not only dangerous to the environment, but are also, employed on a scale which cannot be absorbed and diluted by the natural environment. Th... ...html (10 March 1999). 4. Bard, Fossil Fuels and Energy Conversion. 14. 5. Talbot, Jeffrey â€Å"The Value of Ecological Resources.† EPRI Journal, July 1998, 8-17. 6. Maret, Susan â€Å"Natural Resources.† Choice, October 1998, 294-295. Works Cited - Bard, Stephen, Fossil Fuels and Energy Conversion. New York: GEM, 1995. - Crites, James. "The War for America's Natural Resources." The American Political Science Review, December 1998, 947-948. - Maret, Susan â€Å"Natural Resources.† Choice, October 1998, 294-295. - Stockett, William R. "The Energy Story" http://www.energy.ca.gov/ education/story/story-html/chapter05.html (10 March 1999). - Talbot, Jeffrey â€Å"The Value of Ecological Resources.† EPRI Journal, July 1998, 8-17.

The World of Transgender, Homosexual, and Intersex Individuals Essay ex

Sex and gender make up one of the most basic functions in our society. Gender helps delineate tasks and how we refer to people, and is reinforced for us throughout our lives (Lorber 2006). Gender interacts with sex in varying ways (Disch 2006). Those who are not strictly heterosexual male or female are not readily accepted and face adversity as they bend gender and defy sex. It has long been debated whether there is a difference between sex and gender, and if so, what that difference is. In recent years it has been suggested that sex is a purely biological term, and gender is socially constructed, or defined and enforced by society. Sex is assigned at birth based on the genitalia, and usually, gender is determined by the sex. If parents are told their baby is a girl, they will reinforce traditional female stereotypes for her whole life. Society and peers will also help to reinforce her gender as she begins to spend more time outside of her immediate family. In this way, gender is a process, whereas sex is simply a static characteristic based on one’s physical appearance. The more dynamic process of gendering, however, defines â€Å"man† and â€Å"woman,† teaches one to see and internalize what is expected from one’s gender, and to act according to those expectations (Lorber 2006). When one’s biological sex and one’s internal gender are the same (a female with a vagina or a male with a penis), one is cissexual, or non-transgender. However, when one is born with the inappropriate sexual equipment, one is transgender, or one who feels one gender but has the sex organs of the other. The misalignment of sexual and gender identities raises a puzzling question. If gender is solely based on one’s genitalia, as biological determi... ... eschew them as I examine the world from other perspectives. It is still difficult to avoid this white privilege in looking at the world around me, but I have realized how lucky I am, and have become more interested in those unlike myself. I look forward to learning more about the diversity of our world throughout the rest of this class. Works Cited Associated Press. 2005. â€Å"Boi or grrl? Pop culture redefining gender.† MSNBC, October 1. Retrieved October 13, 2007 (http://www.msnbc.msn.com/id/9556134/). Goldberg, Alan. (Producer). 2007, April 25. 20/20: My secret self [Television broadcast]. ABC News. Lane, Ruth. 2007. â€Å"Book excels in gender issues: Encourages student in identifying, coping during changes.† The Spectator, September 27, 6B. Lauer, Jeanette C. and Robert H. Lauer. 2006. Social Problems and the Quality of Life. New York, NY: McGraw-Hill.

Hrm 556

Course: Human Resources Management 346 Assignment: Integration and Application Questions (1-4) Week: 4 Name: Date: January 30, 2010 1(a): Which company do you think needs to be more concerned about recruiting? Why? After reading both integrative cases I feel that Lincoln needs to be the most concerned with recruiting. Lincoln Electric only post for entry level position externally this does not help them to build enough brand recognition within the communities that they serve.When an organization has strong brand recognition they are able to generate a large applicant flow. For example, 2006, Southwest hired 3,633 people, but received 280,000 applications. 1(b): What should be the objectives of each company’s recruiting efforts? Relate the recruiting objectives to each company’s strategic objective. The objectives for SWA should be to keep the focus on maintaining the reputation for having an employee friendly culture. This will continue to help SWA attract and retain em ployee friendly applicants/employees.Lincoln Electric on the other hand, needs to do a little more work with their recruiting process. I do not feel that it is wise to solely rely on promote from within strategy to fill skill positions. I have seen this happen in a previous organization that I worked for, they only hired externally for entry level positions. The promotion from within did improve employee morale however it did not help sometimes when we had to select from our internal candidates for management positions that did not necessarily have the skills for. Leadership skills can not be taught.However, I do believe they can be improved by further training. 1(c): Which company is most likely to have the most difficult time creating a large pool of qualified applicants? Explain your reasoning. I feel that Lincoln Electric would have the most difficulty in creating a large pool of applicants. Lincoln Electric post’s every job opening internally which limits the organizatio n to their internal workforce only. With this being the process I do not feel that this allows the organization the opportunity to build brand recognition in the community.In addition, the only jobs that they permit for external hiring is for entry level positions. Even though they have great success in the Cleveland market yielding low turnover rates of less than four percent high employee and customer satisfaction they will need to revisit their current recruitment strategy to prepare for future growth. In addition, it was mentioned that they experienced some challenges when they expanded operations globally and in other markets outside of Cleveland with recruitment. (d): For each company, describe the practices that are most likely to influence employee turnover. Does low turnover contribute to the success of these companies? Explain For Southwest Airlines the forces that have led to SW’s turnover is possibly due to employing those that are not a â€Å"good fit† int o the company’s culture. SW places a lot of emphasis on delivering superior customer service and for every employee to deliver on a daily basis can be challenging. Lincoln Electric turnover would probably be due to the number of internal candidates that compete for growth opportunities.I feel that once an employee who is seeking greater responsibility does not get it they will eventually leave. Furthermore, I do think that because of the low turnover for both company’s it has afforded them the opportunity to be successful in their perspective industry. Whenever any company experience low turnover they are always able to maintain productivity, customer satisfaction and maintain positive employee morale. In addition, when turnover is high they lose productivity first, they have to replace that exiting employee and then second they have to get the new employee trained which takes time.

My Personal Goals And Expectation As A Student Essay

It has been 20 years since I have been in school and I want to be here at The University of Phoenix to finally get the degree that I have put off for so many years. I realize there may be road blocks ahead of me that I am not aware of at this time, but I am making a commitment to myself to be successful. The road I have chosen is long overdue, but I believe it is the right choice and something I strongly desire. I selected the U of P due the accelerated program offered, the high caliber of educators, and recommendations by friends. After just one class, I’m very excited about my choice and look forward to the challenges ahead. At the U of P, I hope to obtain the knowledge and tools to help me be successful and to finally make things â€Å"right† with myself and my employer. I say this as, in the past, I have misled my former and current employers that I have an education beyond high school. Through hard work and dedication, I have been able to produce and prosper in my professional life, even without an education beyond high school. But I feel with a â€Å"real† degree in hand, I’ll be more confident and proud of myself for the hard work and dedication it will take to accomplish this goal. Also, the dark cloud of my misrepresentation will finally be lifted. I believe I will finally be proud of myself and gain the honor and integrity I desire. My personal goal is to obtain a Bachelors degree in Business Management. As I pursue my goal at U of P, I must dedicate myself. To achieve this goal, there must be commitment, discipline, desire and expectations. There will be many challenges that lie ahead of me as I steadily make my journey to achieving a degree. But I feel I can overcome any obstacles and face any challenge, due to my maturity level and positive outlook. Twenty years ago, I did not feel the need or have the desire as I do now. Other than the obvious goal of obtaining a degree, I hope to finally have the skills, knowledge and tools to obtain further success in my professional life. I also feel a degree will give me more confidence in myself both personally and professionally. The education that I will receive will help me tremendously in my professional career. I feel I will be much more marketable to my present employer as well as future employers. Advancement  opportunities will come to fruition as I go through the educational improvement process. Throughout this new learning process, I hope to develop the skills to be a better communicator, both orally and in written communications. I’ve always somewhat lacked confidence in writing and I hope to gain the skills to write effective letters and reports. I hope to develop leadership skills and have confidence in myself and in the decisions I make. I hope to learn how to set priorities and manage my time better both at home and at work. Just making the decision and taking the steps to further my education feels liberating and eases the anxiety I’ve always felt about not furthering my education. I feel my fears about â€Å"not measuring up† will subside and a sense of camaraderie will develop with my associates at work. Since beginning classes, I hope the stimulation I feel now will continue to grow and ease the fears I’ve always had about â€Å"learning† again. I expect my confidence level to rise and as I get more confidence, my mind will open up to new ideas and better ways of doing things. I hope this stimulating environment will foster new ideas that I can use in my professional life. Above all, I believe this journey will bring to me a sense of accomplishment, pride, and confidence. In my personal life, I realize I must make many sacrifices. The time I must invest in obtaining a degree will require I give up the very little free time I currently enjoy with my family. My work schedule is extremely full now and leaves very little time with my family. Taking classes will totally eliminate any time I had to spend with them, but they are very supportive and understand the rewards we will all reap from this undertaking. I’m doing this for all of us, as I know the personal and professional growth and successes will be invaluable for our future.

Roles & Responsibilities in Lifelong Learning

The roles and responsibilities of a teacher within in the lifelong learning sector have been shaped and developed by a range of factors. From cultural changes, greater understanding of learning styles and the laws which govern the education community as a whole. In this essay I will cover some of roles and responsibilities of a teacher and the relationships between teachers and the the various stakeholders in the LLS. I hope to illustrate the complex network of relationships between the individual and the professional bodies in this sector.Teach tiË tÊÆ'/Verb 1. impart knowledge to or instruct (someone) as to how to do something. The definition above doesn’t take into account the context of the information transaction itself. Teachers today are governed by a series of legislation, regulatory requirements and codes of practice which together underpin the professional boundaries which educators should operate within. The broad range of a teacher’s responsibilities begi ns with basic tasks such as recording attendance or complying with disciplinary procedures to understanding the complex needs of their learners.Every teacher is responsible for the health, safety and welfare of the learners in the classroom. The Health and Safety at Work Act 1974 is the legislation which underpins a teacher's duty of care to their students. Beyond the physical safety of a learner a teacher must also ensure they meet professional standards and observe the rules and guidance of awarding bodies. Equality & diversity in teaching is provided for by the Equality Act 2010 which covers nine protected characteristics.It is the responsibility of the teacher to promote and uphold the principles of fairness and inclusivity in the classroom. Disability is one of these protected characteristics; a teacher is required to make reasonable adjustments for learners with disabilities based on the impairment. e. g a reader for a blind learner or written materials for a deaf learner. Fur thermore where this is not practical or unavailable a teacher should locate additional support.My experience within the lifelong learning sector is very limited however I have adopted the role of a teacher whilst working in the youth employment sector – I coordinate the local authorities’ apprenticeship programme – and part of the role has required me to run sessions for young people searching for employment. I would facilitate workshops at the Jobcentre Plus – It was my role to arrange for a suitable learning environment and select an appropriate venue, and ensure handouts and resources are available for all participants.In my experience working within recruitment for a local authority the principles of equality and inclusivity are built into our processes ensuring all stakeholders are free from discrimination and exclusion. I would adapt my approach in the workshops by broadening the case studies used to reflect the cultural profile of the workshop part icipants. It is hugely important to detect and cater for differing learner needs. Dunn and Dunn, 1993 say matching teaching technique with learning styles significantly improves learning outcomes.The process of identifying learning styles and modifying of teaching techniques is known as differentiation. ‘Differentiation is†¦.. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’. 1 (Weston 1992) The JCP sessions are stand-alone and in this context I am unable to understand prior to the session the individual learner needs. It was my responsibility to carefully plan the content of the workshop and the activities it contained to suit a variety of learner needs.To improve the sessions I could include powerpoint presentations, discuss the programme and set-up role play activities to cover the visual, audio & kinaesthetic learning styles. (VAK) To improve the JCP group’s engagement I would usually arrange for an existing apprentice to join the workshop to offer an insider perspective and act as a live case study which the young people can identify with. The apprentice can relate to the group with and this proves the most productive part of the session and is intended to elicit deep learning.‘Deep learning is fundamentally concerned with the creation of knowledge, which the learner is able to relate to their own experience and use to understand new experiences and contexts. ’ John West Bernhams,Understand Learning – Page 8 (Article) This inclusive approach is shown to improve motivation, and has always improved the value of the workshop and enhanced the session. There are many types of teaching role each with their own characteristics. From specialised teachers which tend to have particular knowledge and skill to trainers who use techniques to deliver information for a particular task.In the future I hope to adopt a different role; I plan to act as a mentor to an appre ntice. My role will be to provide guidance and support to an individual based on their needs. Mentoring is a 1-2-1 relationship which can mean I will either challenge or champion the mentee depending on the situation. In acting as a mentor I must observe my employers procedures and policies which may affect the frequency of the session or the protocols I should follow if difficulties arise. As I mentioned in the introduction a teacher is not just the conduit for learning – They are almost always part of a larger organisation.It was the responsibility of the teacher to adopt and implement their organisation's policies. A class teacher forms part of a chain and will report to year leaders a eadteacher, Governing body, local authority to the Department of Education. The Department of Education is the governing body responsible for the oversight of education in England. Teachers and the organisations they work within must meet professional standards. The Office for Standards in E ducation, Children's Services and Skills (Ofsted) is the non-ministerial government department which reports directly to parliament.Its remit is to inspect and regulate education and training for learners of all ages and for inspecting and regulating those services which care for children and young people. From performance to safeguarding, as a teacher it would be my responsibility to be scrutinised by Ofsted and ensure my activities meet the agreed standards. Like most professional fields there are boundaries which must be observed by teachers. These can range from the syllabus, timescales, resources, awarding bodies to government policies. Each of these factors may have layers of external contributing factors which influence them in turn.Ofqual, who regulate qualifications, examinations and assessments in England (http://ofqual. gov. uk), came to prominence last summer over GCSE re-grading decisions. Although it did not directly impact on teachers it illustrates the interaction be tween two stakeholders in the sector. An awarding body will have clear codes of practice which must be adhered to, in order tallow for accurate quality assurance and standardisation on results. It is important for teachers to understand where professional boundaries lie.For example in some cases where an individual learners needs requires the assistance of expert help it must be sought. Attempting to support the learner without seeking expert advice may have a negative effect on the individual as well as others. Often a teacher’s role is to signpost learners to the best resources. In a school context this may mean directing someone to a more specialised teacher in the organisation or an external support like a Local Authority service. Keeping abreast of the support available is an important part of navigating these boundaries.Joining a professional association such as the Institute for Learning or researching best practice using the Excellence Gateway are recommended ways to keep up good practice polished and fresh. The government publish Teacher Standards. These standards set the minimum requirements for teachers’ practice and conduct. They are devised by educators and are in part there to ensure positive learning environment is sustained. It is particularly important in the lifelong learning sector to foster a supportive and safe learning environment.For instance adult students may have had a negative experience of education so it is essential that from day one ground rules are agreed upon and the teacher plans activities that will allow students to build relationships. â€Å"without ground rules, disruption may occur and affect the learning of your group† Gravels. A, (PTLLS 2008 pg 7) An effective way of promoting consensus in ground rules and compliance is giving the learners the opportunity to devise the rulebook themselves. In this model a teacher’s role is to facilitate the decision-making process and respect the outcome.By c ontributing as a group they each take ownership of their individual responsibility to follow the rules. In handing over this decision-making process the teacher will begin to build a trusting relationship with the learners are more likely to follow the rules they have devised over rules they are forced to adopt The techniques and activities used by a teacher can help to build respect and promote appropriate behaviour in class. The use of pair work, and small group activities can help to forge relationships and engender respect amongst the learners.A great ice breaker activity which includes the entire group can be an effective way to begin this process. A teacher would set the task and ensure everyone is included. I’ve talked about some examples of the roles and responsibilities of teachers with the lifelong learning sector, but in reality these are limited to what I’ve described. Beyond the walls of the classroom there are a multitude of organisations, professional bo dies and resources which exist to develop and support Teachers. Each of them play a role in providing the appropriate checks and balances needed to ensure a healthy, evolving sector. Roles & Responsibilities in Lifelong Learning The roles and responsibilities of a teacher within in the lifelong learning sector have been shaped and developed by a range of factors. From cultural changes, greater understanding of learning styles and the laws which govern the education community as a whole. In this essay I will cover some of roles and responsibilities of a teacher and the relationships between teachers and the the various stakeholders in the LLS. I hope to illustrate the complex network of relationships between the individual and the professional bodies in this sector.Teach tiË tÊÆ'/ Verb 1. impart knowledge to or instruct (someone) as to how to do something.The definition above doesn’t take into account the context of the information transaction itself. Teachers today are governed by a series of legislation, regulatory requirements and codes of practice which together underpin the professional boundaries which educators should operate within.The broad range of a teacher’s responsibilities begin s with basic tasks such as recording attendance or complying with disciplinary procedures to understanding the complex needs of their learners. Every teacher is responsible for the health, safety and welfare of the learners in the classroom. The Health and Safety at Work Act 1974 is the legislation which underpins a teacher's duty of care to their students. Beyond the physical safety of a learner a teacher must also ensure they meet professional standards and observe the rules and guidance of awarding bodies.Equality & diversity in teaching is provided for by the Equality Act 2010 which covers nine protected characteristics. It is the responsibility of the teacher to promote and uphold the principles of fairness and inclusivity in the classroom. Disability is one of these protected characteristics; a teacher is required to make reasonable adjustments for learners with disabilities based on the impairment. e.g a reader for a blind learner or written materials for a deaf learner. Furt hermore where this is not practical or unavailable a teacher should locate additional support.My experience within the lifelong learning sector is very limited however I have adopted the role of a teacher whilst working in the youth employment sector – I coordinate the local authorities’ apprenticeship programme – and part of the role has required me to run sessions for young people searching for employment. I would facilitate workshops at the Jobcentre Plus – It was my role to arrange for a suitable learning environment and select an appropriate venue, and ensure handouts and resources are available for all participants.In my experience working within recruitment for a local authority the principles of equality and inclusivity are built into our processes ensuring all stakeholders are free from discrimination and exclusion. I would adapt my approach in the workshops by broadening the case studies used to reflect the cultural profile of the workshop parti cipants.It is hugely important to detect and cater for differing learner needs. Dunn and Dunn, 1993 say matching teaching technique with learning styles significantly improves learning outcomes. The process of identifying learning styles and modifying of teaching techniques is known as differentiation.‘Differentiation is†¦.. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’.1 (Weston 1992)The JCP sessions are stand-alone and in this context I am unable to understand prior to the session the individual learner needs. It was my responsibility to carefully plan the content of the workshop and the activities it contained to suit a variety of learner needs. To improve the sessions I could include powerpoint presentations, discuss the programme and set-up role play activities to cover the visual, audio & kinaesthetic learning styles. (VAK)To improve the JCP group’s engagement I would usually arrange for an e xisting apprentice to join the workshop to offer an insider perspective and act as a live case study which the young people can identify with. The apprentice can relate to the group with and this proves the most productive part of the session and is intended to elicit deep learning.‘Deep learning is fundamentally concerned with the creation of knowledge, which the learner is able to relate to their own experience and use to understand new experiences and contexts.’John West Bernhams,Understand Learning – Page 8 (Article)This inclusive approach is shown to improve motivation, and has always improved the value of the workshop and enhanced the session.There are many types of teaching role each with their own characteristics. From specialised teachers which tend to have particular knowledge and skill to trainers who use techniques to deliver information for a particular task. In the future I hope to adopt a different role; I plan to act as a mentor to an apprentice. My role will be to provide guidance and support to an individual based on their needs. Mentoring is a 1-2-1 relationship which can mean I will either challenge or champion the mentee depending on the situation. In acting as a mentor I must observe my employers procedures and policies which may affect the frequency of the session or the protocols I should follow if difficulties arise.As I mentioned in the introduction a teacher is not just the conduit for learning – They are almost always part of a larger organisation. It was the responsibility of the teacher to adopt and implement their organisation's policies. A class teacher forms part of a chain and will report to year leaders a eadteacher, Governing body, local authority to the Department of Education. The Department of Education is the governing body responsible for the oversight of education in England.Teachers and the organisations they work within must meet professional standards. The Office for Standards in Education , Children's Services and Skills (Ofsted) is the non-ministerial government department which reports directly to parliament. Its remit is to inspect and regulate education and training for learners of all ages and for inspecting and regulating those services which care for children and young people. From performance to safeguarding, as a teacher it would be my responsibility to be scrutinised by Ofsted and ensure my activities meet the agreed standards.Like most professional fields there are boundaries which must be observed by teachers. These can range from the syllabus, timescales, resources, awarding bodies to government policies. Each of these factors may have layers of external contributing factors which influence them in turn. Ofqual, who regulate qualifications, examinations and assessments in England (http://ofqual.gov.uk), came to prominence last summer over GCSE re-grading decisions. Although it did not directly impact on teachers it illustrates the interaction between two stakeholders in the sector. An awarding body will have clear codes of practice which must be adhered to, in order tallow for accurate quality assurance and standardisation on results.It is important for teachers to understand where professional boundaries lie. For example in some cases where an individual learners needs requires the assistance of expert help it must be sought. Attempting to support the learner without seeking expert advice may have a negative effect on the individual as well as others. Often a teacher’s role is to signpost learners to the best resources. In a school context this may mean directing someone to a more specialised teacher in the organisation or an external support like a Local Authority service.Keeping abreast of the support available is an important part of navigating these boundaries. Joining a professional association such as the Institute for Learning or researching best practice using the Excellence Gateway are recommended ways to keep up g ood practice polished and fresh. The government publish Teacher Standards. These standards set the minimum requirements for teachers’ practice and conduct. They are devised by educators and are in part there to ensure positive learning environment is sustained.It is particularly important in the lifelong learning sector to foster a supportive and safe learning environment. For instance adult students may have had a negative experience of education so it is essential that from day one ground rules are agreed upon and the teacher plans activities that will allow students to build relationships. â€Å"without ground rules, disruption may occur and affect the learning of your group† Gravels. A, (PTLLS 2008 pg 7)An effective way of promoting consensus in ground rules and compliance is giving the learners the opportunity to devise the rulebook themselves. In this model a teacher’s role is to facilitate the decision-making process and respect the outcome. By contributi ng as a group they each take ownership of their individual responsibility to follow the rules. In handing over this decision-making process the teacher will begin to build a trusting relationship with the learners are more likely to follow the rules they have devised over rules they are forced to adoptThe techniques and activities used by a teacher can help to build respect and promote appropriate behaviour in class. The use of pair work, and small group activities can help to forge relationships and engender respect amongst the learners. A great ice breaker activity which includes the entire group can be an effective way to begin this process. A teacher would set the task and ensure everyone is included.I’ve talked about some examples of the roles and responsibilities of teachers with the lifelong learning sector, but in reality these are limited to what I’ve described. Beyond the walls of the classroom there are a multitude of organisations, professional bodies and r esources which exist to develop and support Teachers. Each of them play a role in providing the appropriate checks and balances needed to ensure a healthy, evolving sector.