Wars Negative Impacts

Family, friends and strangers battle for our freedom every day but at a cost of gyrfalcon their own lives. â€Å"Enemy and the casualty lists that are lengthened each week with nothing to show for the blood being spilled† (Source E 19-20). The avoidance of death should be the only reason necessary to stop the progression of wars. Soldiers on the battlefield have done nothing to deserve to die they are only trying to protect the ones they deeply care for. Deaths cause major destruction in the lives of relatives of the deceased soldiers.Many families lose a member who they depended on for support eventually forcing them Into poverty resulting in increased offering Inflicted by the effects of war. War simply changes every aspect involving people perspectives on life, relations even their personalities. During war soldiers lose the purpose of their battle. Soldiers do not even care about the effect they have on the family of the murdered, possibly leaving a child without a father. They are so over whelmed by their environment that they care for nothing but their own survival. An adventurous expedition had turned Into an exhausting, indecisive war of attrition In which we fought for no cause other Han our own survival† (Source E 21-22). People leaving their families return with a different attitude and personality than when they first left. Many soldiers become traumatized by the events they witness and participated in causing irreversible damage to the brain. This is why some people apply themselves to certain tasks differently than before, as a result their efforts to solve the specific situation back fire multiplying their problem.The Individual could even possibly cause damages not only to himself but also to his relatives and the nearby people. â€Å"Stall they changed us ND taught us, the men who fought In them; In those obscure skirmishes we learned the old lessons about fear, cowardice, courage, suffering, cruelty, and comradeship† (Sourc e E 25-27). Depression, anxiety and paranoia are a few words to describe how the war effects the members of society left at home when relatives are sent away to battle for their country.They become unable to appear in society due to their extreme fear of death both themselves and other and possible loss of loves ones. These are negative Impacts of war because when members of society return to violation they lose the abilities to function properly within society. The money involved in the processes of war could be used to help better a nation's population and standard of living instead of assisting in its destruction. If a nation does not have an advantage over the competing nation regarding the development of weapons then the resources consumed in the process will be used inefficiently.This Is because factories are forced to switch the production of their products over to assaults In ten war efforts, tans would cause ten companies Ana t employees to lose Jobs, wages and money. This would cause the countries own people to suffer due to the lack of money being provided into the economy resulting in poverty and hunger. War requires a huge amount of money that a nation does not necessarily have because is a very expensive process. Not only is it expensive regarding the production of ammunition but also the after effects of war place a huge toll on the economy.Cities may be completely destroyed which requires money to pay for workers to build and clean while also paying for the materials. It would not only remove fear and bring security; it would not only create new moral and spiritual values; it would produce an economic wave of prosperity that would raise the world's standard of living beyond anything ever dreamed of by man. The hundreds of billions of dollars now spent in mutual preparedness could conceivably abolish poverty from the face of the earth. (Source G 4-9) Another reason is the populations youth sacrifice their lives resulting in death, leaving a gap between generations. Few of us were past twenty-five† (Source E 33). Meaning the new working generation Joining the labor pool will decrease greatly in size and skill. This is because the military removes all able-bodied men from factories to place them into the army to serve their country. Necessary Jobs such as Jobs in the medical field will lose employees preventing them from performing their duties, removing required money from the economy. War effects the economy of both countries fighting in a negative way. War requires a large amount of money to fight the war while also fixing the damages that are a result of it.War is a conflict between countries thru the use of arms attempting to gain what they believe to be beneficial to their country. Many believe that war under certain circumstances is Justified but nothing can Justify the murder and long term effects that follow the events of war. But in spite of all arguments against war it still is and possibly will always exist s. As long as war exists in countries everywhere in the world it will only produce negative consequences that humanity must accept as punishment for such actions.

Training in the Workplace

My research report is based around a questionnaire designed to analyse employee’s opinions on work based training. In particular apprenticeships, these are widely used by the government to increase knowledge and to train the current workforce in the work place increasing standards. Their aim is to raise the standard of education within the work place. â€Å"However research has shown that the UK lags behind other advanced countries in the quality and quality of the vocational skills held by its workforce† (Greehalgh 1999). Aim and description of mini project Does age affect employee’s perception of training?This research will show if the age of the employee has an effect on how they see the training, will the younger employees value the training more because they can see the benefits of possible career progression, training does increase the chances of promotion and job opportunities. The organisation for economic cooperation and development (OECD) supports that training does increase prospects. †Education and training may enhance the potential benefits that individuals can reap from participating in the labour market† (Organisation for Economic Cooperation & Development 2004).Will the older staff feel this is a waste of time, they are coming towards the end of their careers and may not want to change? Will the answers help support the policy in France were they start the training at an early age. The research by (OECD) also suggests that training the young and highly educated demonstrates a clear impact on their wages and the older employees this helps in sustaining employment prospects. Are the skills learned actually transferred into the working environment? Using the qualitative approach (Grbich 2013) Carol suggests this is primarily an inductive approach.The data I will be using in my research to obtain the employees opinions on what has been gained from the training and what they feel are the major benefits. Do the employe es feel that there is a benefit at all? The government’s policy in increasing training is supported by Reith L, (2000) she reports that a significant improvement has been reported by several high street chains. Who benefits from apprenticeship training program? Although these staff have all undergone the apprenticeship training, will they use the training in their workplace? Is the training of the correct quality?This research will show if these employees believe if their training is relevant to their roles and if they feel they will be using it during their working day and how often they feel they will use it. The research process The first stage in my research process was to calculate what I wanted to find out, what were my aims and could I achieve them using a small research sample which may be too small to gain a true picture. I decided as all of the distribution staff who had undertaken the training should be asked to participate, thus giving me an accurate sample within our workplace.This however could not be multiplied to form an opinion of the whole population as the training provided to our employees was specific to our field and with such a wide range of course type’s opinions could vary extensively from sector to sector. I have considered a range of research ethics when compiling this research, confidentiality was a one of my main concerns however by informing each participant verbally and also writing a statement at the top of the questionnaire reminding them that this was anonymous.I considered age and as shown in the image 1. 1a I have a spread of age groups. All participants are male, the reason for this is that no females are employed within the sampled department. The reason I personally handed out the questionnaires was to encourage their return, each participant is a member of my distribution team and research has shown that the return rate can be very low unless monetary incentives are used. (Yu, Cooper 1983). I was not in a p osition to offer payment or reward.I provided a sealed box with a cut out so each employee could hand it in without me having the ability to read the questionnaires as they were handed in which would have removed the anonymity. By using a paper version this makes it accessible for all participants to take part and the immediate return to me via the box, thus removing the need to use a return date. This also gave me a 100% return rate and no one how was asked to complete the survey refused to do so although all participants were given a choice. Although I debated using a computer based questionnaire, with built in software to analyse the results automatically.This would have made the analysing part of my research easier, however may not have provided me with a true sample because the older generations within the proposed sample base are not as familiar with computers as the younger staff members. Thus increasing the possibility in their ability and willingness to take part. A report in Sweden suggests Technological advances tend to exclude older adults who grew up without these facilities (Berner, Rennemark et al. 2013) The use of dichotomous questions has allowed me to ask the question and get a distinctive response allowing me to analyse my questions easily.Likert scale questions have enabled me to gather responses based on the scale of opinion with more choices than either or, yes or no. One of my questions for instance is â€Å"How will your training be used in your day to day work? † this is impossible to gauge without the use of the scale. I would have had to rephrase the question and only had the option of used or not used. The dichotomous and likert scale questions have provided all of the information which is used in the results section of this report. All of my graphs and charts have been produced from these questions.The use of the open ended questions has provided me with qualitative responses which are not necessarily useful to create statis tics or prepare graphs, however they do allow me to get feedback and opinion I may not have been able to gather using other forms of questioning. Pilot Study I conducted a pilot study of my questionnaire with 3 other members of staff who would not be participants in the real questionnaire. This gave me the opportunity to evaluate my questionnaire, is it coherent and that the type and way I asked the questions could be understood.De Vaus (1993:54) cited in (VanTeijlingen 2001) suggests using this pilot study provides advance warning and this have proved to be the case so served its purpose exactly. One point that was highlighted was the question on educational levels, I was trying to gather what was their previous levels however the tester found this question was not clear and I amended the final version to include the word previous. A very simple mistake but would have rendered that section of the questionnaire useless, as I would have been unable to differentiate who had answered t he question based on previous or present after the training.Results and finding Image 1. 1a shows the age demographics of the sample As shown in image 1. 1 above there is a random spread of age groups within this sample. I do not have any employees in the department sampled under 18 years of age which would have affected the ethics. No employees are over the age of 65 which also gave me 0%. However the largest age group within the sample are between 26 – 33 years old, a 12% increase on the nearest group. Image 1. 1b below shows the mean, mode and median of the age sample. Image 1. 1b Mean Mode Median 4. 2 26- 33 4 Image 1.2 below shows that 52% have answered very relevant when asked about the relevance of the training in their employment. The mode shows that this is positive and the answers indicate that the training is worthwhile. 16% (4 responses) indicated that the training was not relevant, this can partially be explained by the fact that 2 members of this team are curren tly helping out within another department and most of the training is not suitable. None of the sample who indicated that the training was not relevant was from a particular age bracket, therefore suggesting that there is no correlation between the two and answering my first objective.From the sample used neither the younger or older age groups answered in one particular way. Had the sample been in the thousands this may have yielded a clearer correlation. Image 1. 2 shows the percentage on how relevant is the training. Image 1. 3 demonstrates how the employees feel they will use their training Image 1. 3 above suggests that the training received would be used more often than not. Again the 16 percent can be attributed to those who are currently carrying out other roles. The mode is I will use it every day. Altogether 84% are positive about the training and when they will use it.Not one respondent felt they would not use the training provided. Image 1. 4 below is very surprising, on ly 4 participants (16%) have indicated that English and Maths training would help them in their work. Thus suggesting that most employees already had the required standard and possibly suggesting that the government training is too low of a level for the majority and should be tailored to suit the individuals needs more specifically. (Steedman 1990) argued that NVQ level 1 is too low to constitute an adequate measure of skill for a worker in an advanced industrial economy.However the City and guilds training body states â€Å"Maths and English skills are surely the most valuable vocational skills of all† (City and Guilds 2013) 3 of the 4 (75%) who indicated that this training was useful also answered that they did not have any previous qualifications. Image 1. 5 shows all respondents previous level of education. Image 1. 4 Has English and Maths training helped you in your work? Previous Level of Education Answer Tally Frequency Percent Answer Tally Frequency Percent Degree hi gher education 1. 1 2 8. 00% A Level 0 0. 00% 0 Level 1. 1. 1. 1 4 16. 00% GCSE 1. 1. 1. 1 416. 00% Apprenticeship 1. 1. 1. 1. 1. 1. 1. 1 8 32. 00% NVQ 1. 1. 1. 1 4 16. 00% No Qualifications 1. 1. 1 3 12. 00% 25 25 100. 00% Mean Mode Median 3. 6 Apprenticeship 4 With the exception of English and Maths training my findings show that the training was positive and that this will be used within the employee’s duties and will be useful in the workplace. This indicates that further investment in employee training would be of benefit. This provides the answers to my second and third objective. The question what is most important to you was seeking to clarify the employees main motivation.60% chose self-satisfaction in their ability to complete a qualification as their first choice. While showing your employer you are capable was their second choice and thinking they may get a pay rise was the last option for 87%. (Kovach 1987) supports my theory that monetary reward is not the highe st motivator. Abraham Maslow (Maslow 1948) hierarchy of needs also supports my findings as he demonstrates that self-esteem and self-actualizing needs are in the top layers of the hierarchical pyramid, personal worth and fulfilling one’s own potential are high on people’s needs.The majority also answered the question on whether their employer was correct to invest in staff training answered yes. Reasons provided for answering yes to this questions were provided from my open ended questions which provided me with qualitative data. Respondent A â€Å"because better drivers mean less crashes, so better for the insurance and also reduces fuel consumption† I felt this was answering the question as taught on the training, this is what it set out to achieve in part. Respondent B â€Å"investment in the future of the company†None of the above have mentioned the benefit to themselves and the possible motivational value. Reflection The initial intention of handing out the questionnaires would have worked to my initial planning had in not been for a last minute change to my working patterns. Although this could not have been foreseen, planning for any future questionnaire would now be altered and I would distribute these in the staff pigeon holes and the use of a return date would help, this might have reduced the responses hoverer it would have proved a faster return and not relied on me personally seeing each member of the team.The sample used was selected by me and therefore is classed and non-probability because this was not a random sample and could be a bias sample because of my position within the company I cannot verify if the answers are a true reflection and truthful, I did however allow these to be handed in anonymously and told each participant to be honest. Combining a mixture of qualitative and quantitative provided me with some advantages, the ability to obtain answers from different perspectives and enhancing the validity of my findings, this is suggested by (Grbich 2013).The use of the non-probability sample means that this research cannot be used as a representative sample for the population. Although I found this part of the task easier than expected I feel because of the all-male environment and the small research sample I would like to conduct the same research across multiple companies undergoing the same training and also with mixed sex. It would also be useful to compare my findings alongside those of the management. ConclusionMy conclusion on this research is that from those sampled I cannot find any trends that would suggest from an employee point of view, that the apprenticeship training has a higher value to the younger staff or the older staff. This includes who gains from the training, the employer or the employee. The main motivational reason was self-satisfaction, Demonstrating financial reward is low on most people’s agenda as previous research has shown. The research suggests that from an employee’s point of view the training is relevant and most would use it in the day to day roles within their work place.This is however with the exception of English and Maths, it identifies that the group who found this part of the training useful were the staff with no previous qualifications, the other 84% did not feel it would not help them in their work. This demonstrates that one solution does not fit all and a more tailored training approach with different levels offered to each employee this may benefit and offer a more suitable training approach in the future. To gain accurate results this study would need to be carried out on all apprenticeship trained employees and if done insubject areas this would provide a clearer understanding within a subject area. Does level 1 in maths suffice for a hairdresser who rarely counts compared to a warehouseman who counts daily? Their response to the maths question could have the potentially to vary. References BERNER, J. S. , RENNEMARK, M. , JOGREUS, C. and BERGLUND, J. , 2013. Factors associated with change in Internet usage of Swedish older adults (2004–2010). Health Informatics Journal, 19(2), pp. 152-162. CITY AND GUILDS, July 2013, 2013-last update, Putting Maths and English learning into context [Homepage of City and Guilds], [Online]. Available: http://www.cityandguilds. com/About-Us/Broadsheet-News/July-2013/Maths-and-English-in-context [24th Novembber 2013, 2013]. GRBICH, C. , 2013. Qualitative data analysis : an introduction. 2 edn. London: Sage. GREEHALGH, C. , 1999. Adult vocational training and government policy in France and Britain. Oxford Review of Economic Policy, 15(1), pp. 97-113. KOVACH, K. A. , 1987. What motivates employees? Workers and supervisors give different answers. Business horizons, 30(5), pp. 58-65. MASLOW, A. H. , 1948. â€Å"Higher† and â€Å"Lower† Needs. The Journal of psychology, 25(2), pp. 433-436. ORGANISATION FOR ECONOMIC COOPERATION & DEVE LOPMENT, 2004.OECD Employment Outlook 2004. Revised edn. Org. for Economic Cooperation & Development. STEEDMAN, H. , 1990. Improvements in in workforce Qualifications. Improvements in in workforce Qualifications: Britain and France 1978 – 88, pp. 129. VANTEIJLINGEN, E. , 2001. The Importance of Pilot Studies. Social Research Update, 35, pp. 1-2, 3, 4. YU, J. and COOPER, H. , 1983. A Quantitative Review of Research Design Effects on Response Rates to Questionnaires. Journal of Marketing Research, 20(1), pp. 36-44. Appendix The Questionnaire Training In The workplace I would like to thank you in advance for participating in my questionnaire.You have been selected to take part because you have undergone apprenticeship training within the last 12 months. The reason I am asking you to complete this is to aid my research at Hull University where I am a part time student. The information provided is anonymous and confidential and will not be shared with any part of the business, you r responses will have no effect on your employment and I would appreciate if you could be as honest as possible with your answers. Age Group (circle one age group) 18 – 2526 – 3334 – 41 42 – 4950 – 5758 – 6565+ Gender (tick one answer) MaleFemaleWhat is your highest level Education / Qualification? (Tick one you’re highest only) Degree Higher Education A Level O level GCSE Apprenticeships NVQ No Qualifications How would you rate the following in the order of what means the most to you. 1 being the most important to you and 5 least important to you. (Please write the numbers 1 to 5 in the boxes next to each option). A Qualification that is transferable in the workplace Self-satisfaction in your ability to complete a qualification Showing your employer you are capable of passing A qualification which enables you to perform better at workThinking you may get a pay rise for passing How do you rate the relevance of your training in respect of your employment? (Tick one answer) Very relevant Somewhat Relevant Relevant Not Relevant How will your training be used in your day to day work? (Tick one answer). I will use it every day I will use it most of the time I will use it some times I may use it sometimes I will not use it Part of the training involved key skills maths and English, do you think this element of the training should be included? (Tick one answer). Yes No Would you want to undertake further training? (Tick one answer) Yes No Why did you attend the training?

Press Releases & Networking - The Background and Fact Sheet Essay

Press Releases & Networking - The Background and Fact Sheet - Essay Example their work ranging from academic books, journals, biographies, tutorials and internet links consolidation .The Company has expressly found out that the internet has a gap. In order for this gap to be filled the Company has continued to engage experts in the Information Technology field to perform further development and analysis. Examples of such experts are Web Designers, Graphic Designers, Web Writers, Scripters and Internet Promoters with each expert concentrating on his own area of specialization. The Company has appreciated cumbersome nature of a direct development of marketing strategy and implementation of such technologies being used. Thus more research is being conducted to ascertain what technology and marketing program is more suitable in selling a designated good or service. This Company has invested on its employees in areas of their profession to maximize the sales growth rate. For instance Renee Kennedy has in the recent past concentrated on researching about marketing strategies and techniques to maintain the Company on the growth path. Terry Kent had continued to perform his research in graphic design optimizing growth in the diverse internet world. The Company has developed a book that has excelled on analysis of the web and summarizes on how to optimize an internet search engine to conduct comprehensive research and analysis. Furthermore the book entails on wide range of strategies applicable in enhancing product and services advertisement. The future plans for this Company is to write a book showing how to write for the web. In addition to that the Company intends to develop more sites. The main changes noted between the original backgrounder and this backgrounder is the wording. Basically the original wordings have been varied to abolish the room for plagiarism. Another variation implemented is concerning the owners or researchers who have been featured in the first paragraph of the backgrounder. This necessitates any reader of the articles

Women and Migration Essay Example | Topics and Well Written Essays - 500 words - 2

Women and Migration - Essay Example Women migrants have less access to legal protection and social services and are victimized by abuses and harsh working conditions. Female migrants usually are forced to work as domestic and sex workers and are succumbed to torture and cruel treatments. Women who migrate from poor Asian countries are also faced with racism and bias from host countries. Women also are exposed to psychological and physical pressure when travelling to camps in different host countries. Sexual exploitation of women and trafficking is a part of the life of female migrants. Many a time female women who migrate to different countries are compelled to work in unhealthy working condition without safety and security. There are no guidelines to safeguard their human rights and security and some are subjected to violence and exploitation. Even in case of remuneration, women are paid very insignificantly when compared to men. Women are at a loss on migration if they are not employed in a reputed job. Women at many times have to stay away from husband and children in order to earn for their family and in long run, their relationship is negatively affected. They cannot care for their children in the right manner which can hamper the physical and mental development of the children. They have to face lack of health care, poor living conditions, low paying jobs in host countries which are a matter of great concern. Many women undergo depression and mental health issue due to the pressure they have from work surroundings. Gender discrimination is one aspect largely encountered by female migrants in host countries and they are mostly forced to do work s which is less skilled and paid for. Women migrants who work under challenging condition should be protected from abuses on the part of human right laws. Human rights standards should be more strong and consistent pertaining to women migrant workers and should protect them from all visible exploitations and abuses.  Ã‚  

Project 1 Coursework Example | Topics and Well Written Essays - 750 words

Project 1 - Coursework Example Examination of the ritual of a Tamil Brahmin wherein the day begins by waking up before sunrise, baths in cold water and begins with the pujas- by performing ‘Sandhyavandana’ and ‘Japa’ and are vegetarians who do not onions, garlic, leeks and mushrooms. After marriage at the age of 22 the couple migrated to the United States of America to pursue their studies. Against this backdrop imagine this Brahmin living in America and indeed Kala would have to face and adjust with the cultural change. Kala states that initially they felt like aliens for their accent and style of communication was different and people did find it hard to comprehend them. The positive impact is Kala though an Indian by birth has her heart, soul and life in America. She has accepted the American style but at the same time respecting her tradition and religious norms. For instance Kala does not eat meat but she has no problem washing and cooking meat/chicken for her friends and neighbors. When asked will she ever miss her home country? Kala replied her mother country can never be removed from her memory as it will always be part of her but now she is the child of another country. Interesting and how does her family react when she visits them with her Westernized outlook and accent? Initially, Kala replied that they looked upon me as a sinner who has disgraced the family. Especially when they knew that I had touched, washed and cooked meat. My parents made me bath in cold water with saffron and only after days of pujas was I allowed to enter the house. â€Å"Try explaining or changing their view point† she laughs and says â€Å"impossible, as they have been inculcated in their rituals that they refuse modernization†. Kala further added, â€Å"When my children were born my family wanted us to return to India as they felt that the children had to be brought up learning the Hindu sutras and slokas†. She reminisce the

Proposal of master project in The differences in the Quality of life Essay

Proposal of master project in The differences in the Quality of life of young old,vs mid-old, vs old-old - Essay Example The 2001 census proved that for the first time there were more people over 60 than under 16 (Dean 2003, p.1). While, the above mentioned statistics can be one of the greatest advantage of the over all improvement in the twentieth centaury, it puts forward immense challenges for the new generation. The existing social and cultural trends make it beyond doubts that older people are mostly bound to stay confined between the four walls in most cases. In a methodological study by John baldock and Jan Hadlow has examined the process of aging from within. The results showed that the old age is indeed a time of ‘identity work’ in which people search for ways to sustain their self-images and to link their present existences to their previous lives (2002). Age-related reduction in muscle strength and power, cardiovascular function and neuromuscular response times, all contribute to the declining physical ability with age Activity and exercise improve health status, muscle strength, aerobic capacity, and reduce fracture risk as well as improving quality of life. Increasing habitual exercise can assist older people in maintaining functional performance (Rajeski W& Mihalko S 2001). Such type of a circumstantial environment is of at most important as the common themes concerning the quality of life, mentioned by participants as important, were concerns with regards to the conditions associated with health, family and home (Kenealy and Beaumont 2003). The quality of life changes along with the deference in the quality of diet as explained by Stephen Burk when he said that meals are not just about refueling, but can really improve someones quality of life (2005). The above mentioned studies have highlighted the variation between the qualities of lives in different age groups. The researchers have been successful in determining the relevance of belief to well-being in later life, and the need for secular welfare organizations to be more prepared to work with

How to make eggroll Speech or Presentation Example | Topics and Well Written Essays - 750 words

How to make eggroll - Speech or Presentation Example It is believed that the spring roll led to the emergence of egg roll. It is rather unpleasing to mention that Kyle Wilson also played a major role in the creation of egg rolls when he rolled his penis in egg (Thomas, 2002). Despite the fact that most Asian countries claim that the dish originated from them, Southern China is considered the most likely source in which the dish originated since it stems from Cantonese cuisine features (Myer, 2002). An egg roll is normally made by wrapping a mixture of chopped vegetables in most cases cabbage and meat using a sheet of egg dough. Either in a closed or open ended form it is deep fried to obtain the latter result. Many Chinese immigrant communities in the world predominantly refer to the egg roll as the egg based, flute shaped pastry containing yellow like flaky crust mostly eaten as a dessert by Asians. In West Bengal, they refer to egg roll as a fried egg wrapped by paratha flat bread which is also known as Kati roll. Most of you may be wondering how about United States, how does it refer to the egg roll Most restaurants in the United States refer to the egg roll as a Tex-Mex dish which is made up of a deep fried flour tortilla and mixture of other ingredients such as black beans, corn, Monterey jack cheese, peppers and spices. Having given a brief analysis on the history of egg rolls, I will go ahead and explain on how to make an egg roll. ... The following are the main ingredients for the wrappers: 4 eggs, 1 cup floor, 1 teaspoon salt and 1 cup water, while the main ingredients for the fillings include: a piece of cabbage, Ib chopped turkey ham, 1 grated carrot, 1 teaspoon sugar and 1 teaspoon salt, ginger, and garlic (Allan, 2005). For the wrapper, begin by thoroughly beating two eggs using a wooden spoon in a small bowl or you can mix the eggs in any other way, add some salt to taste and then add 1 cup floor, mix by hand or a mixer until it is smooth. Gradually add some water while mixing so as to come up with lump free mixture. With the dough ready, place a pan on medium heat and lightly grease it, pour the lightly formed mixture unto the pan. Slightly cook the pancakes over the pan however you should ensure that the pan cakes do not overcook as this would render them crunchy and hence it would be hard to fold them. Considering the amount of flour used, 12 pancakes should be made. Place them in a clean container and wait for them to cool down. As you await for them to cool down, move on the next stage and prepare the fillings. In the preparation of fillings, take the chopped turkey ham and slice it into small pieces. Prepare the other ingredients; cabbage, tomatoes, ginger, onions and garlic. Place the pan on medium heat and add a teaspoonful of oil and onions. Wait for the onions to cook until brown then add the other flavoring spices (ginger, garlic and salt). After 1-2 minutes add the turkey ham and properly mix with the rest of the ingredients in the pan. Cook the mixture until the turkey ham is ready, this could take around 20-30 minutes. With the shredded carrot and cabbage, put them inside the ready turkey ham and mix them thoroughly. With the

Developing Organisational Capacity (ALDI) Essay

Developing Organisational Capacity (ALDI) - Essay Example An efficient training and development program for a company involves systematic steps and procedures before, during, and after the training process, which must be adhered to, in order to achieve the objectives of the training and development process (Hameed & Waheed 2011). Before undertaking training, a company ought to ensure that it creates a conducive environment for training and that it is able to sustain the training process. During training, it is important that the mind of the trainee is transformed in order to ensure utilization of training knowledge. On the other hand, after training, a company ought to ensure that the trainees have gained the necessary knowledge and skills. In addition, it is important to evaluate the training strategies and tools to ensure their effectiveness in future (Hameed & Waheed 2011). Overall, the HRM of a company must ensure effectiveness in is practice and strategies, to achieve company goals. Analysis of the Training and Development Processes at Aldi Aldi is one of the companies that are committed to training and development of their employees. This company follows systematic process in training and developing its employees (Brandes & Brandes 2012). ... This ensures that a company has the appropriate number of employees, with the relevant skills for their job. Workforce planning is also important as it helps in the identification of gaps in the skills of employees, and addressing them in order to achieve goals (Brandes & Brandes 2012). Since Aldi plans to expand by opening more stores, it is important that the company perform an analysis of the skills that employees will need to have. In addition, the type of training to be undertaken by employees also will need to be decided. This will help Aldi to sustain its competitiveness in the market, since the company will have employees with the right skills, thus minimal knowledge and skills gap. In addition, this will help the company fill any gaps created within its workforce due to promotions of some employees in the company (Brandes & Brandes 2012). Aldi also ensures that it employs the right people by specifying the job requirements in their vacancy advertisements. Job descriptions fo r employees, which are well developed, serve as a tool for communication. These bear the responsibilities of the employee, the qualifications, and experience, as well as the relationships of the specified job with other job positions (Hameed & Waheed 2011). This therefore, helps to give the applicant a direction and determines to them whether they are relevant for the job or not. This also communicates the employer’s expectations of the potential employee. Nonetheless, this is important for both the company and the employees. For employees, it gives them directions about what is expected of them in the job. For the company, this ensures that the right candidates, with relevant skills are

American Companies & Globalization Essay Example | Topics and Well Written Essays - 750 words

American Companies & Globalization - Essay Example The economy of the country has experienced slow growth in the recent past in spite of being the largest single market of the world. The success of the operating organizations depends on the situation that is prevailing within the country and abroad. The multinationals are much more interested in drawing their strategies keeping into account the global perspective. The activity of foreign affiliations is indeed a complement for the key parent activities in the country in terms of employment, compensations towards workers and capital investment. In order to operate globally it is required or the organizations to expand as well as integrate the foreign activities as such activities cannot be substituted. The expansion by the U.S. parents along with the affiliates contributes to increase the productivity and also contributes to improve the standard of living of all Americans. The rising concerns for the U.S. multinationals are mainly focused on the competitiveness. The success of the mul tinationals is very important as these companies have been productive for a long time and form the pillars of economic strength. The companies are engaged in serving the fast growing markets abroad. The following figure reports the share of the private sector economic activities of U.S. that is accounted for by U.S. parents. It can be depicted from the figure above that parent companies of United States perform large shares of the productivity of America which tends to enhance the activities paving the path for high average compensation for the workers of the country. Accessing the foreign consumers is one of the drivers for the global engagements of the U.S. multinationals. The new customers can contribute in strengthening the revenues of the companies as well as the profitability of the company will witness the upward rising curve. The Statistics show a variation in the rate of GDP over the periods. One can held the evolving size of the national markets and the perspective of the consumers as the reason. When a U.S. multinational operates globally, the company can take hold of foreign currencies which they can divert into the economy of the residing country. Therefore, the economy boosts up with foreign inflow and thereby the company contributes in improving the economic structure of the country as a whole. The multinationals involved in producing goods and services are also engaged in exploration of resources and extraction. Following the policy of diversifying the products and global engagements, the U.S. multinationals are reducing the risk of crisis since a slowdown in one of the countries can be nullified by prosperity in the other. Therefore, indirectly, the economy of the country is as well enjoying a shield against the turbulences. The multinationals also contribute in increasing the exports of the country. The Balance of Payments of the country improves being the resultant. The integrated operations that the multinationals follow across borders stim ulate the exports potential of the country. Let us take the example of IBM. Even today when U.S. remains as the largest single market the company earns more than two-thirds of the total profits from abroad. A great deal of sales accrues from the exports of U.S. or the products which are produced or designed in the country. The company annually brings the economy billions of dollars from its global operations. In the last two years, the company repatriated more than 20 billion dollars

Integrated Marketing Communications in Apple Inc Essay

Integrated Marketing Communications in Apple Inc - Essay Example Upon mentioning Apple, what come into people’s mind are their simplified campaigns of advertising that portray their products as exceptional. They apply their advertising in many mediums such as email, the web, television, billboards, and print ads that when combined have been highly successful in both marketing the new version of their new product but above all the new â€Å"smart cover† as an essential accessory. Apple’s public relations department is doing an excellent job at creating positive image for their newest product as both a business product and a family friendly product. The company integrates diverse mediums of communicating with their prospects by targeting appealing marketing concepts. Most of its advertisements involve children using the product, family members connecting via Face time, or a possible kid-friendly application. Agreeably, all these integrated marketing communication methods are creating a positive image for Apple.Because Apple†™s products are appealing, their newest product is receiving tremendous public attention due to its frequent media use. In addition, people are using it on television on news broadcasts and even by some prominent people as a display tool. In the world of promotions, Apple rarely partakes in any but, recent news has it that Best Buy is reserving Apple’s newest product for an upcoming promotion. This means that when a company increase the number of marketing channels in its strategy, it is more likely to reach more and new people. Hence, using a number of combined efforts to reach and communicate with your audience is the most effective in the current marketplace (Pride and Freel, 2006:316-17). However, it is worth noting that, it is crucial to use a technique like this especially during economic recovery. With reference to a research carried out

Carrie Buck Essay Example for Free

Carrie Buck Essay Buck versus Bell 274 U. S. 2000 (1927) was the United States Supreme Court ruling that upheld a statue instituting compulsory sterilization of the unfit, including the mentally retarded â€Å"for the protection and health of the state. † (Holmes) It was largely seen as an endorsement of negative eugenics which is the attempt of science to improve the human race by eliminating â€Å"defectives† from the gene pool. (Elof) Paul Lombardo argues (in N. Y. U. Law Review, April 1985, 60(30):30-62) that the Buck case was a milestone in government power over individual rights. Lambardo) In his essay â€Å"Carrie Buck’s Daughter: a popular, quasi-scientific idea can be a powerful tool for injustice,† Stephen Jay Gould attacks the injustice of the false â€Å"science† of eugenics, and champions Carrie Buck as the example of the victims. This paper aims scrutinized Gould’s writing skills by studying and analyzing the five metaphors he used in the essay. First, the comparison to Judeo-Christian (Exodus) and pagan Greco-Roman (philosopher Plato) ideas of punishment through 3 generations which is unjust will be tackled. Second, Carrie Buck is an instrument of showing the people what injustice is. Third, the references to Adolf Hitler and the Nazi’s policy of eugenics through gas ovens will be analyzed. Fourth, the issue of the dishonesty of the American legal system and the issue regarding Oliver Wendell Holmes will prove that government powers overpower the individual rights. This should not be the case. Lastly, the metaphor from the ballad â€Å"Barbara Allen† will be talked about. At the end this paper will also examine and evaluate whether Gould succeeded or not in his argument or persuasion essay Gould was a world renowned historian of science. (Shermer) This is why one believes that he uses metaphors that happened in history. He wanted to prove his arguments by relating to what has already happened in the past which is unique for a writer to do. The first metaphor was a comparison to Judeo-Christian and Greco-Roman ideas of punishment through 3 generations. In addition to that is the superstition of bad things happens in threes. One supposes that Gould wants the readers to realize the similarity of the ruling and the ancient beliefs. He argued though that the injustice here is that the children are innocent of the crimes of their fathers or grandfathers. (Gould) When Gould referred to Adolf Hitler as the perfect metaphor for evil, it could be he was coming from a point of view that no person in the history of the world had done what Adolf Hitler did and all for the reason of eugenics. Gould was also known to write about philosophical matters. He was clearly disgusted by the eradication of over 9 million people through gas ovens just because they were considered â€Å"imperfect. † (Gould) How could Hitler know what is perfect if he is imperfect? Surely, it seems illogical when one sees this argument. As for the issue of dishonesty of the American legal system were the victims were not told of sterilization and that the government falsified records was just plain unjust. The government does not have powers to undermine the rights of any individual. The individual is in the proper perspective to know how to better a government and a sense of bettering a society rather than one person holding a high office. That should better fulfill each individual needs and in turn produce a more controlled government. A government should be entirely equal to all citizens and each individual should make his or her own decisions. (Rousseau) One of the most notable documents in history tells of the necessity of individual rights and explains why those rights are a necessity. Individuals’ wants and needs could possibly be blind to the state running the government and everyday pleasures that many take for granted could quickly come to light once they were gone. Often, the state does not visualize this method and can sometimes ignore the individual’s needs all together when proposing things. This basically give power to the federal government to control and set laws for people instead of letting the individual think for him or herself and control their own actions. With having the states predominate control over individuals, problems often occur and the different laws and propositions could alienate some people. The Declaration of Independence originally established different rights for the population of the United States in which gave the people rights of freedom that the citizens needed and a norm to have a guide for the people. Plato’s â€Å"from Crito† is a document that established and guidelines to be held by the states instead of the individual. The Declaration of Independence sought for individual unlike the principles regarded in â€Å"from Crito†, in which saw the power of the government to be lead by the state. Over time people have swayed from the views of the Declaration of Independence and have abused their rights that were allowed to them. That should be no reason to have these freedoms taken from them. Individual rights are a must in society and are important in the function of everyday life. The individual’s rights should predominate and not the government powers. In fact, the government has defeated their purpose by doing acts like fraud and telling lies. (Rousseau) They have the responsibility to defend and protect the innocent and helpless against people that will try to harm them. In this case, the people who are harming the innocent are the ones that should have been protecting the victims. Gould argued that as we can see in the evidences that Carrie Bucker is a victim of this injustice. Gould also made a reference to the ballad â€Å"Barbara Allen†. The ballad was about two lovers who were united only in their deaths which is similar to what has happened to the mother and child in the Buck case. Carrie and Vivian Buck were reunited when they were already dead. Gould’s tone during this part was a person who mourns as if the two people were related to him. He was so disappointed in what happened in their lives and was disappointed that because of the injustice done by the government we see the end of the Buck lineage with Vivian. Stephen Jay Gould is one unique writer. What distinguishes Gould from other writers is that he has taken his work beyond academia and into everyday life. He takes certain aspects of information in history or in any topic that appeal to a general audience and makes them relevant to the here and now. Gould uses his unique style to condense the key contributions of influential figures into a single essay. He also uses his own seemingly mundane experiences to make larger points. In this essay, one could see that readers will be enthralled to read from the very first page. He uses ordinary language but this does not mean that the depth of his words and thoughts would suffer. One can also see that he uses different perspectives in looking at the problem and not just contained in his expertise. He definitely succeeded in this persuasion essay if what he really wants was to open the eyes of the public to the negative effects of eugenics in our lives. Gould captures the emotions of the readers by using information that is both scientific and historical. However, if one questions whether Gould was impartial or objective then one would say that he was impartial. Although he did not directly state it in the essay, one could feel his emotions when one is reading through the article. Gould has established an interesting point in this essay. It was fascinating to see how he had developed the theme and wrapped it up. The essay was like a more structured version of a good and intellectual conversation. Gould has his own unique philosophy of science that has influenced both his career and his life. That philosophy can best be summed up in a quotation from Charles Darwin, frequently cited by Gould as a sound principle of philosophy: â€Å"All observation must be for or against some view if it is to be of any service. † (Darwin) Gould has followed Darwin’s advice throughout his career and his extensive writings.

Prevent Terrorism Countries

Prevent Terrorism Countries MEASURES TO DEFEAT TERRORISM In this paper I will discuss measures that can be taken to help prevent terrorism. Though some measures may be seen as extreme, it is often necessary to take drastic steps to keep a country or even the world safe from terrorism. I will also discuss areas in which countries have already enacted provisions to fight terrorism. What major measures can the international community take to prevent terrorism? Do you think the U.S. should follow Israels example of fighting terrorism? Explain in depth. Identify and explain at least three international conventions organized to suppress terrorism. Briefly evaluate the provisions of the U.S. Patriot Act. Briefly discuss the impact of emergency powers on defeating terrorism. The fight against terrorism is not just a fight that the United States is facing alone. This is evident from the Madrid train bombings, the bombings in London, and the terrorist attacks that Israel seems to face everyday. Terrorism is, in effect, international. Each nation has a responsibility to combat terrorism to protect them and to protect other nations as well. In this paper, I will discuss areas in which the international community can fight against terrorism and steps they have already taken in the fight against terrorism. Steps the International Community Can Take to Prevent Terrorism One of the security measures that can be undertaken is that of securing aircraft and airports. Poland cites in his book that between 1973 and 2002, there was an average of ten skyjackings per year. (Poland, 2005, p. 235) This was a number that surprised me due to the fact that it seems like most werent reported or very little coverage was given to the incidences. There are new technologies being developed all the time to aid in securing of air travel. There is new technology in the area of explosive detection devices. One such technology is called microtagging. During this process, tiny chips of microtaggants are blended into explosive substances and color coded to identify the manufacturer and batch of explosives. This system would also be beneficial in the reconstruction of bomb scenes and used to gain knowledge and prepare for future terrorist acts. Another innovative technology is called dielectric analysis. Dielectric analysis is a powerful non-destructive tool for characterizin g materials; it can provide accurate, repeatable results unavailable by other electrical means. (Unknown, 2007) This, in essence, gives the explosive agents a â€Å"fingerprint† and could provide immediate identification of explosive substances at airports. Along with technological advanced in air security, people can often make the biggest impact. In this area, Federal Air Marshals play an important role. This is not something that all countries partake in but more and more countries are adding these individuals to their flights. The airline association estimates that 10 or 20 out of some 115 airlines that fly into the United States already use air marshals. (Lichtblau, 2003) Israel, for instance, has used marshals on El Al flights for years, and as stated, some other countries have followed suit more recently, as Australia announced in 2003 that Qantas Airways would begin placing armed marshals on flights to Singapore. Even Mexico has stated that they would start to use their own air marshals on flights that are going to the United States. However, not all countries and airlines are signed on to the idea. Air France does not use air marshals and the British Air Line Pilots Association said it does not believe that arms belong on aircr aft, and British Airways, the countrys biggest airline, said it reserves the right not to fly if it is forced to add air marshals. Although there is a general feeling among passengers that they would feel safer on a flight if there is an air marshal on board, not everyone believes the passengers would necessarily be safer. The cite that an armed conflict on a plane would become more dangerous to the passengers as opposed to just letting the terrorist state their demands and work with them for the release of passengers. Intelligence is another area that countries can utilize for overall protection. This is not necessarily limited to military types of intelligence. Political intelligence is an important factor to combating terrorism. This can be used to identify where the groups are garnering the most support for their cause. When this has been determined, pressure from other nations can be placed on these states to not support the terrorists. Of course, military intelligence is vital in any operation. The intelligence gathered here can assist in finding out how many are in a particular group, what kinds of weapons they have, and where they are located. Most countries have some form of intelligence like our CIA and it is important that they use it. Yet another form is economic intelligence. Most terrorist organizations are well funded these days. It is important to track the path in which they receive their money. Terrorists may get their money from several different avenues, including: the sale of d rugs, phony charitable organizations; and even other sympathetic nations. So as one can see, intelligence is a very important factor other countries can use to combat terrorism. Israels Fight Against Terrorism Israel has been fighting terrorism for many years, even before they became a nation in 1948. They are surrounded by Muslim nations which historically do not get along with Israelis. This is particularly true of Palestinians. Since Israel is surrounded by so many that wish to do them harm, they have had to take more drastic steps in order to protect themselves. They had become one of the first countries to articulate a deliberate and official policy of retaliation against terrorism. Most nations understand that a nation must fight back in order to protect itself and its interests. Israel on the other hand seems to retaliate in a much more aggressive manner. Such a case was their retaliation against an Arab village in Qibiya, Jordan in 1953. On October 13, 1953, Jordanian terrorists infiltrated the Israeli border and threw a grenade into a house, killing a mother and two children in Tiryat Yehuda. In an effort to prevent further attacks and protect its borders, Israel launched a reprisal raid on Qibiya, a Jordanian town across the border from Tiryat Yehuda. Unit 101, led by then Colonel Ariel Sharon, destroyed 50 homes, killing 69 Jordanian civilians who were hidden inside and had gone unnoticed. (Oreck, 2007) Sharon had stated that he was not aware that civilians were involved but that did not help in the embarrassment that Israel suffered due to the incident. Israelis have also pioneered the area of preemptive strikes against terrorism. This policy is a bit more difficult to convince the international community for its justification. It is one thing to fight back against an attack on your country it is another to strike first to prevent such an attack. But in many cases is necessary to do so. Israel has carried out such attacks such as the bombing of an Iraqi nuclear facility in 1981. It was feared that if Iraq had been able to produce the nuclear bomb, they would use it against Israel. This strike was something of a success story. Israels preemptive strike against Iraq was heartily condemned in Washington and by the United Nations, although privately most governments, even in the Middle East, were pleased to see the setback to Saddam Husseins ambition. Targeted killings are also something that Israel employs to fight terrorism. However, this form of protection has one big drawback. It is often necessary to obtain information from higher ranking individuals within a terrorist organization. Obviously dead men are of no use to obtain information. In September 1999, the Israeli High Court ruled on specific procedures for interrogation and practices in dealing with terrorists or suspected terrorists. Interrogations can only be conducted by the Shin Bet (counter-intelligence and internal security service). The head of the Shin Bet works with the Attorney General very closely to determine how to proceed on specific cases. Targeted killings have to be confirmed by the prime minister in every instance. If there is a change in the plan on a targeted killing, the head of the Shin Bet must go back to the prime minister and have the operation approved once more. (Dicter, Bronfman, Bronfman Byman, 2005) However, if the head of the Shin Bet feel s there is great urgency, he alone can make the decision to take out the suspect. So the question is â€Å"Do I think the United States should employ the Israeli tactics in fighting terrorism?† If that question had been posed ten or fifteen years ago, I may have said no. Today, my answer would be yes, with a caveat. Though it may be difficult, I think we would need other countries to publicly back us to carry out certain missions. In the case of a preemptive strike, our allies must be informed of such action so they are not taken by surprise of the situation. As far as targeted killings, we had better have support in this undertaking or else we are going to look like the aggressors. Case in point, our current situation in the Middle East. Although the United States has a policy against taking out heads of state which President Ford imposed by executive order in 1976, there is nothing to say that we cannot take out leaders of terrorist groups like Osama bin Laden. In the climate we live in today, we had better have all of our options open and on the table if we want to defend ourselves and help prevent future attacks. International Conventions to Suppress Terrorism Throughout the years there have been many policies and conventions used to aid in the fight against terrorism. They are normally backed by the civilized states of the international community. But it seems over time, these policies go by the wayside. In this section, I will look at three of the more recent conventions. The International Convention for the Suppression of the Financing of Terrorism adopted by the United Nations General Assembly on December 9, 1999, and signed on behalf of the United States of America on January 10, 2000. The Convention is aimed at cutting off the funding that terrorist groups need to operate. This Convention provides an obligation that States Parties criminalize such conduct and establishes an international legal framework for cooperation among States Parties directed toward prevention of such financing and ensuring the prosecution and punishment of offenders, wherever found. In a letter to the Senate in 2000, then President Clinton urged the members to â€Å"give early and favorable consideration to this Convention, subject to the understanding, declaration and reservation that are described in the accompanying report of the Department of State.† (Clinton, 2000) Even before 9/11 it was apparent that funding for terrorists needed to be addressed. Another convention, the International Convention for the Suppression of Terrorist Bombing was adopted in 1997. This convention â€Å"created a regime of universal jurisdiction over the unlawful and intentional use of explosives and other lethal devices in, into, or against various defined public places with intent to kill or cause serious bodily injury, or with intent to cause extensive destruction of the public place†. (United Nations, 1997) It is similar to other conventions in that it requires parties to extradite or submit for prosecution persons accused of committing or aiding in the commission of such offenses. Lastly, the Convention on the Making of Plastic Explosives for the purpose of Detection was ratified by the United Nations in 1991. The members of the U.N. were concerned that plastic explosives had been used for such terrorist acts in the past and could be again in the future and wanted to do something about it. This Convention was aimed at deterring such unlawful acts of the use of plastic explosives because they felt there was a need for an international mandate for States to adopt appropriate measures to ensure that plastic explosives are marked. Provisions of the U.S. Patriot Act The Patriot Act has ten different provisions that outline the United States governments war on terrorism. These provisions impact the war on terrorism in different ways. Some of the provisions deal with rights and responsibilities; others provide areas in which terrorism can be fought. I will discuss, in brief, each of the ten provisions. The first title is for the enhancement of domestic security and provides for funding and information gathering. It also prohibits the discrimination against Muslim Americans. Title II is probably the most controversial of all the provisions. It is here where the perceived infringement on civil liberties takes place. This provision reshapes the way the federal government can collect information. The FBI can seize materials from private citizens when it believes national security is at stake and then get permission from courts to do so afterwards. The third title involves the area of money laundering and the financing of terrorist organizations. Title IV increases border patrols and mandates the detention of suspected terrorists. The fifth title deals with removing obstacles in the investigation of terrorism and addresses the capture and prosecution of terrorists. Title number six provides aid to the families of Public Safety Officers who were injured or killed in terrorist attacks, an d amends the Victims of Crime Act of 1984. Number seven supports the sharing of information by federal law enforcement agencies. This would have been very useful pre-9/11. Title VIII strengthens criminal laws against terrorism, defines domestic terrorism, and expands biological weapons statutes. The ninth provision provides that intelligence information sharing from foreign agencies. The information derived from electronic surveillance or physical searches is disseminated for efficient and effective foreign intelligence purposes. The last title is kind of a catchall and is listed as miscellaneous. It contains 16 sections that do not fall under other titles in the act. Impact of Emergency Powers on Defeating Terrorism Many nations have forms of so called, â€Å"Emergency Powers†. Some countries call it â€Å"State of Exception†, â€Å"Special Powers†, or â€Å"Terrorist Affected†. No matter what a country may call their emergency powers, extreme circumstances may exist in which the security of the country in needed and these powers allow for authorities to stop, search, question and detain individuals suspected of terrorist involvement. There have been emergency powers used even before the United States was formed. Between 1775 and 1781, the Continental Congress passed a series of acts and resolves which count as the first expressions of emergency authority. These instruments dealt almost exclusively with the prosecution of the Revolutionary War. (Relyea, 2006) The President of the United States has available certain powers that may be exercised in the event that the nation is threatened by crisis, exigency, or emergency circumstances (other than natural disasters, war, or near-war situations). The acts of terrorism are ever-changing. It is important that countries are able to react (or in some cases become proactive) to situations as they arise. How well can a country be protected if their leaders cannot make a quick decision on the information they have been provided. In this, emergency powers are essential in both the war on terror and defeating terrorism. References Clinton, W. J. (2000, October 12). The White House Office of the Press Secretary (globalsecurity.org, Ed.) (Intelligence). Retrieved March 29, 2007, from http://www.globalsecurity.org/intell/library/news/2000/10/irp-001012-terror.htm. Dicter, A., Bronfman, C., Bronfman, A., Byman, D. (2005, December, 8). Fighting Islamist Terrorists. Retrieved March 29, 2007, from http://www.brookings.edu/fp/saban/events/20051208.htm. Lichtblau, E. (2003, December 30). U.S. says it will force countries to arm flights. San Francisco Chronicle, A/1. Retrieved March 29, 2007, from http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2003/12/30/MNGJD40F651.DTLtype=printable. Oreck, A. (2007, N/A). Qibya. Jewish Virtual Library, The Library. Retrieved March 29, 2007, from http://www.jewishvirtuallibrary.org/jsource/History/Qibiya.html. Poland, J. M. (2005). Understanding Terrorism: Groups, Strategies, and Responses. Sacramento, CA: Pearson/Prentice Hall. Relyea, H. C. (2006, November 13). National Emergency Powers. In CRS Report for Congress. Congress. Retrieved March 29, 2007, from http://www.fas.org/sgp/crs/natsec/98-505.pdf. United Nations. (1997, N/A). Conventions Against Terrorism. Retrieved March 29, 2007, from United Nations: http://www.unodc.org/unodc/en/terrorism_conventions.html. Unknown. (2007, N/A). Materials. Retrieved March 29, 2007, from Solortron Analytical: http://www.solartronanalytical.com/products/applications/materials/index.htm.

UV Of Sodium Aminosalicylate Biology Essay

UV Of Sodium Aminosalicylate Biology Essay Specific absorbance of the sodium aminosalicylate can be determined by using the Beer-Lambert law equation with the presence of the value of concentration of the sodium aminosalicylate and the absorbance values which can be obtained through UV spectrophotometry. The concentration of Unknown solutions can also be determined by getting the absorbance values through the calibration graph, absolute method and comparative method. Introduction UV spectrophotometry is a technique which is based on measuring the absorption of near-UV or visible radiation by molecules. [1] It acts by where the electrons in the bonds within the molecule become excited to reach up to a higher quantum state and in the process to absorb some of the energy passing through the solution. The more loosely the electrons are been held within the bonds of the molecules, the longer will the wavelength of the radiation (lower the energy) been absorbed. [2] Radiation in this wavelength region causes the characteristics of the molecular structure of the molecule to be determined. [1] As there is a broad absorption bands due to different vibrational and rotational energy levels, UV spectrophotometry is used mainly for quantitative purposes rather than identification.[3] Spectrophotometer works by where the sample of the solution is inserted into the spectrometer for the UV/visible light to pass through the sample to get the value of absorbance/transmittance. The value of the absorbance indicates the amount of light being absorbed by the sample. The measurement of light absorption of molecules can be governed by Beer-Lambert law equation, A= e.c.l. With the presence of the absorbance value (A), concentration of the sample (c) and the pathlength of the cell (l), the molar absorptivitiy (e) can therefore be determined. Concentration of an unknown solution can also be determined by measuring its absorbance using the UV spectrophotometry at the selected wavelength. The determination of the concentration of the unknown can be determined by using three methods, which are by using the Beer-Lambert graph, comparative method and absolute method. In this experiment, sodium aminosalicylate will be used as the sample as it is a good absorber of ultraviolet light which allows it to be conveniently to be analysed using spectrophotometry. The purpose of this experiment is to find the specific absorbance of the sodium aminosalicylate solution by using different concentrations of it and also to determine the concentration of the unknown solutions by using calibration graph of Beer-Lambert, comparative method and absolute method. Experimental (a) Absorption Spectrum of Sodium Aminosalicylate in 0.1M NaOH The spectrum of a 1-cm layer of 0.001% solution of sodium aminosalicylate in 0.1M NaOH over the wavelength range 235 to 325nm was been scanned and examined. The wavelengths (ÃŽ »max) and the absorbance values at these wavelengths of the two maxima was then been measured from the spectrum. Approximate specific absorbance [i.e. the absorbance of a 1-cm layer of a 1% solution, A(1%,1cm)] was then been calculated at each of these maxima using the Beer-Lambert equation ; A=A(1%,1cm).c.l Where A= Absorbance A(1%,1cm) = Specific absorbance of a 1 cm layer of a 1% solution c = Concentration (%) l = path length (cm) (b) Beers Law, Specific Absorbance and Molar Absorptivity 50mL volumes of 0.0002, 0.0004, 0.0006 and 0.008 % solutions of sodium aminosalicylate in 0.1M NaOH from the 0.0010 % stock solution had been prepared. One of the ÃŽ »max from (a) had been selected and the wavelength was set to the selected value. The solvent (0.1M NaOH) was been placed in both cells and the absorbance reading of the single beam spectrophotometer was been set to zero. The absorbance was been checked a few nm each side of the selected wavelength using the 0.0010 % and been recorded. The new ÃŽ »max from the table of absorbance values that had been recorded was been selected and the spectrophotometer was been set to that wavelength. The absorbance of a 1-cm layer of each of the five solutions of sodium aminosalicylate that had been prepared earlier were been recorded and replicate readings were been obtained. A graph of absorbance against concentration had been plotted and the specific absorbance had been determined using the gradient of the graph. The molar absorptivi ty of the sodium aminosalicylate in 0.1M NaOH at the selected maximum was been calculated. (c) Determination of Concentrations (i) Calibration Graph The absorbance of a 1-cm layer of Unknown 1 was been determined. Unknown 1 was then been diluted so that its absorbance is in the mid range of the graph of absorbance against concentration. The graph was then been used to determine the concentration of the diluted solution and hence the concentration of Unknown 1 was been calculated. (ii) Absolute Method The absorbance of a 1-cm layer of Unknown 2 was been recorded. The concentration of Unknown 2 was been calculated using the A (1%.1cm) value which had been determined previously. (iii) Comparative Method The wavelength was set to the second ÃŽ »max which had been determined in (a). The absorbance of a 1-cm layer of the 0.0010 % and a 1-cm layer of Unknown 2 was been recorded. The concentration of Unknown 2, C2, using the relationship below, = Results (a) Wavelength / nm Absorbance Reading 264 0.630 300 0.430 Wavelengths (ÃŽ »max) = 264nm and 300nm Concentration) = 0.001 % At 264nm, Specific Absorbance = = = 630 At 300nm, Specific Absorbance = = = 430 (b) ÃŽ »max which been selected from (a) = 264nm Wavelength / nm Absorbance Reading 259 0.584 260 0.588 261 0.588 262 0.582 263 0.573 264 0.559 265 0.546 Table of Absorbance Values New ÃŽ »max selected from table of absorbance = 261nm Concentration of sodium aminosalicylate solution / % First Absorbance Reading Second Absorbance Reading Average Absorbance Reading 0.001 0.608 0.606 0.607 0.0008 0.477 0.482 0.480 0.0006 0.360 0.364 0.362 0.0004 0.243 0.243 0.243 0.0002 0.119 0.123 0.121 Specific Absorbance (Gradient) = = 606.06 From the graph of absorbance reading of 0.46, Concentration of Sodium Aminosalicylate = 0.00076 % RMM of sodium aminosalicylate = 211.15 0.00076 % = 0.00076 g/100mL = 0.0076 g/1000mL = 0.000036 mol/1000mL = 0.000036M By using the Beer Lambert equation, A= e.c.l., e = = = 12777.78 Molar absorptivity (e) of sodium aminosalicylate in 0.1M NaOH at the selected maximum = 12777.78 (c) (i) Type of Solution First Absorbance Reading Second Absorbance Reading Average Absorbance Reading Unknown 1 1.187 1.188 1.188 Diluted Unknown 1 (Unknown 1 + Â ¾ 0.1M NaOH) 0.286 0.287 0.287 Concentration of Diluted Unknown 1 Solution from the graph = 0.00048 % Using the formula C1V1 = C2V2 , (0.00048) (100) = (C2) (25) C2 (Concentration of Unknown 1) = 0.00192 % (ii) Type of Solution First Absorbance Reading Second Absorbance Reading Average Absorbance Reading Unknown 2 0.525 0.525 0.525 Using Beer-Lambert equation, A=A(1%,1cm).c.l A(1%,1cm) = 606.06 l = 1.00 Concentration of Unknown 2 (c) = = 0.000866 % (iii) Wavelength (ÃŽ »max) selected from (a) = 300nm Type of Solution First Absorbance Reading Second Absorbance Reading Average Absorbance Reading 0.0010 % sodium aminosalicylate 0.337 0.336 0.337 Unknown 2 0.300 0.300 0.300 = C2 (Concentration of Unknown 2) = 0.000890 % Discussion From the experiment (a), we can see that the absorbance reading decreases with the increase of the wavelength where 0.630 absorbance value had been recorded at 264nm wavelength and 0.430 absorbance at 300nm wavelength. When wavelength increases, the amount of energy of the molecules of sodium aminosaliylate will decrease as well. Therefore, the amount of light that will be absorbed by the sodium aminosalicylate will decrease which resulting in the decrease in the value of the absorbance. By using the Beer-Lambert law equation, we can know that the specific absorbance of the sample decreases with the decrease of the absorbance value with a fixed concentration of sodium aminosalicylate and pathlength of the cell. In experiment (b), new ÃŽ »max had been selected from the table of absorbance which is 261nm because it had the highest absorbance reading among all values which had been obtained. Repeated readings of absorbance had been recorded when measuring the absorbance values of each of the different concentrations of sodium aminosalicylate. This is to prevent getting an error in the measurement of the absorbance reading in the experiment. When plotting the graph of average absorbance against concentration of sodium aminosalicylate, a linear line was obtained. This shows that the value of absorbance increases with the increase of the concentration of sodium aminosalicylate in the experiment. The value of specific absorbance that had been obtained from the gradient of the graph of average absorbance against concentration of sodium aminosalicylate is 606.06. The value is quite typical which is in the range of 20-1,000. However, the value of the molar absorptivity of the sodium aminosalicylate o btained from the graph is 12777.78 which is more than the typical values ranging from 1,000-100,000. This may be due to some errors produced during the experiment. In experiment (c)(i), the concentration of Unknown 1 obtained from the spectroscopy and calibrating graph are almost the same. However, the concentration of Unknown 1 obtained through the calibrating graph is slightly higher than that of the one obtained from spectroscopy. This might be due to some errors in calibrating the graph. Error in the graph will result in getting an incorrect absorbance reading which will be used to calculate the concentration of the unknown solution. However, several measurements can be recorded to minimize the errors. In experiment (c)(ii) and (iii), the results showed that the concentration of Unknown 2 obtained using absolute method is almost the same with the value of concentration obtained using comparative method. Absolute method can be carried if the value of specific absorbance is known with the presence of the value of absorbance. It works exactly based on the Beer-Lambert law equation and is a preferred method in BP. If the specific absorbance of the solution is not known, then comparative method is preferably to be used as it only needs the absorbance reading of the standard solution and the unknown solution.This is a preferred method in USP and works the best if the standard and sample concentrations are close.[3] As the specific absorbance of sodium aminosalicylate used in (c)(ii) is obtained from experiment (b), there might be some errors in the value of the concentration of Unknown 2 if errors had occurred when calibrating the graph in (b) which resulting in the value of specific abs orbance to be not accurate. Compared to comparative method, only the absorbance reading of the standard and sample solutions obtained from the spectroscopy are required in order to calculate the concentration of Unknown 2. Therefore, in this case the concentration of Unknown 2 using absolute method is not as accurate as the one obtained by using comparative method in this experiment. Conclusion UV spectrophotometry is an universal technique where it can find the value of specific absorbance of a sample using the Beer-Lambert equation with the presence of the other 3 factors value and also to identify the concentration of an unknown either through methods of calibration, absolute and comparative.

Ireland Essay -- essays research papers

Ireland   Ã‚  Ã‚  Ã‚  Ã‚  Ireland is a small island first settled in early 6000BC. It’s located to the west of Europe close to Great Britain. Through history Ireland has had many different influences and has been occupied by different types of people.   Ã‚  Ã‚  Ã‚  Ã‚  In the early years, the Celtic people known as Gaels settled Ireland. This was sometime between 600 and 150BC. Gaelic people had many small kingdoms that were separated yet they all shared the common language of Gaelic. The Brehons kept order throughout Ireland, these were men that kept peace and made sure common rules and laws were followed. This system of independent ruling worked longer in Ireland than in other parts of Europe because nobody tried to conquer Ireland therefore there was no outside influence. During the Medieval time period in Ireland came the development of Celtic Christianity, they introduced St. Patrick into their religion. The Tuath(150 small kingdoms in Ireland) still remained and continued to function without European influence. The dark ages of Europe were the golden ages of Ireland. During this time period Ireland sent St. Columba and St. Columban into Europe, many manuscripts and books were written and religious arts and artistic achieve ments took place. In 1014the Irish Tuath formed an alliance against the invading Vikings and won. Brian Boru who was a king of one of the Tuatha kingdoms led the alliance. In 1171 England began its conquest to establish a co...

Jane Eyre :: essays papers

Jane Eyre Jane’s arrival at the Thornfield Charlotte Bronte’s Jane Eyre displays three types of relationships possessing different purposes. These connections are established at Thornfield after Jane becomes a governess and accepts the position at the estate. The first relationship is the one that forms between Mrs.Fairfax, the housekeeper, and Jane. Another relationship that begins upon arrival at Thornfield is the one that Jane possesses with Adele, her pupil. The last and most important relationship that begins is that of Mr. Rochester and herself. These connections contribute to the crucial development of Jane’s persona. The first relationship Jane is susceptible to is the one established between her and Mrs. Fairfax. Jane believes Mrs. Fairfax to be quite generous host because at first Jane has the notion that Mrs.Fairfax is the owner. She then discovers that she is the housekeeper. She feels better knowing that the kind behavior exhibited is not unusual because Mrs.Fairfax is but the housekeeper and not the owner. Jane feels better knowing that she can act more comfortably. Jane feels satisfaction as the housekeeper tells her how content she is now that she has a companion that is worthy to participate in discussion. She believes the other servants can not hold a conversation very well. Mrs. Fairfax’s predictable kindness allows Jane to feel more at ease with her. In a way it can be seen that Mrs.Fairfax serves almost as a mother figure to Jane. Another relationship that I noticed is the unique one that is shared between Adele and Jane. Adele is presented as the spoiled pupil who although quite the fidgety, loquacious child wins a portion of Jane’s heart. The relationship that is formed due to the large amount of time spent together is one that happens not only because of fondness but it is one that is inevitable. The bond begins to take on the appearance of a mother daughter relationship because Jane controls Adele’s actions (or tries) and Adele seems very attached to Jane. The odd relationship that takes shape between Mr.Rochester and Jane is one that becomes serious gradually. It seems to give Jane pleasure that Mr.Rochester believes her to be of intelligence that is peculiar for a schoolgirl. The bluntness that they share in a way shows flirtation between the characters but then the way that Rochester refers to Jane as little friend shows him as a type of father-like portrait. Jane Eyre :: essays papers Jane Eyre Jane’s arrival at the Thornfield Charlotte Bronte’s Jane Eyre displays three types of relationships possessing different purposes. These connections are established at Thornfield after Jane becomes a governess and accepts the position at the estate. The first relationship is the one that forms between Mrs.Fairfax, the housekeeper, and Jane. Another relationship that begins upon arrival at Thornfield is the one that Jane possesses with Adele, her pupil. The last and most important relationship that begins is that of Mr. Rochester and herself. These connections contribute to the crucial development of Jane’s persona. The first relationship Jane is susceptible to is the one established between her and Mrs. Fairfax. Jane believes Mrs. Fairfax to be quite generous host because at first Jane has the notion that Mrs.Fairfax is the owner. She then discovers that she is the housekeeper. She feels better knowing that the kind behavior exhibited is not unusual because Mrs.Fairfax is but the housekeeper and not the owner. Jane feels better knowing that she can act more comfortably. Jane feels satisfaction as the housekeeper tells her how content she is now that she has a companion that is worthy to participate in discussion. She believes the other servants can not hold a conversation very well. Mrs. Fairfax’s predictable kindness allows Jane to feel more at ease with her. In a way it can be seen that Mrs.Fairfax serves almost as a mother figure to Jane. Another relationship that I noticed is the unique one that is shared between Adele and Jane. Adele is presented as the spoiled pupil who although quite the fidgety, loquacious child wins a portion of Jane’s heart. The relationship that is formed due to the large amount of time spent together is one that happens not only because of fondness but it is one that is inevitable. The bond begins to take on the appearance of a mother daughter relationship because Jane controls Adele’s actions (or tries) and Adele seems very attached to Jane. The odd relationship that takes shape between Mr.Rochester and Jane is one that becomes serious gradually. It seems to give Jane pleasure that Mr.Rochester believes her to be of intelligence that is peculiar for a schoolgirl. The bluntness that they share in a way shows flirtation between the characters but then the way that Rochester refers to Jane as little friend shows him as a type of father-like portrait.

The Second Most Powerful Man in Germany Essay -- Heinrich Himmler, Adol

Greed, covetousness, avarice, cupidity; these are what killed Heinrich Himmler, the second most powerful man in Germany to Adolf Hitler during World War II. As the second most feared man in the Nazi regime, (Smith) he could not handle just being the second most; he had to be the most powerful. Himmler was in charge of the SS, SA, SD, Gestapo, and eventually provisional president of the police of Munich. The Holocaust began in Germany in the early 1920s and ended in 1945. The Holocaust caused the death of 6 million Jewish people and 5 million non-Jewish people. At least 1.1 million of that 11 million were children. The SS (Schutzstaffel) was the secret police of the Nazis, Hitler’s bodyguard. By the end of the Holocaust, two thirds of the Jews from Europe were killed by these men. The SA, a force similar to the SS but much less authoritative, was originally led by Ernst Roehm, but Himmler persuaded Hitler to kill him. (Encyclopedia of World Biography) When Roehm was dead, Himmler took authority over his division. The Gestapo was the police force that was in charge of all of the camps. They worked in camps and took the lives of millions of prisoners in the camps that Himmler designed. Even though Himmler had so much power, he constantly wanted more and more, worrying that he would lose supremacy over these divisions, and relentlessly doing anything possible to become the number one most powerful man in this era. Heinrich Himmler was born on October 17, 1900 to the son of a Catholic school teacher. (Encyclopedia of World Biography) He was brought up as a devout Roman Catholic in a close middleclass family. He had two brothers, Ernst Himmler and Gebhard Ludwig Himmler, with Heinrich being the middle child. (Worth) ... ... Oxford UP, 2012. Print. Source G: Trueman, Chris. â€Å"Heinrich Himmler.† Heinrich Himmler. History Learning Site, n.d. Web. 29 Jan. 2014. Source H: â€Å"Heinrich Himmler (German Nazi Leader).† Encyclopedia Britannica online. Encyclopedia Britannica, n.d. Web. 30 Jan 2014. Source I: â€Å"Heinrich Himmler.† Encyclopedia of World Biography. 2004, â€Å"Himmler, Heinrich.† The Columbia Encyclopedia, 6th Ed. 2013, and â€Å"Himmler, Heinrich.† World Encyclopedia 2005. â€Å"Heinrich Himmler.† Encyclopedia.com Highbeam Research, 01 Jan, 2004. Web. 30 Jan 2014. Source J: Bessel, Richard. . Oxford: Oxford UP, 1987. N. pag. Print. Source K: â€Å"Love Letters of a Nazi Monster: Newly revealed private papers of death camp chief, Himmler, shows how he deluded himself. He was a ‘decent’ family man.† Mail Online. Associated Newspapers, Jan, 2014. Web. 30 Jan. 2014.

Continuing Personal and Professional Development Essay

In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V – please see appendix 1 . b) Skills and knowledge audits – please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The ‘Concrete Experience’ is the ‘doing’ component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed ‘common-sense reflection’. However how can this be analysed? – It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice – ‘Abstract Conceptualism’. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the ‘Abstract Conceptualisation’ stage then form the basis for planned changes – ‘Active Experimentation’. ‘Active Experimentation’ then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and rev iew to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning – , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) ‘Experiential Learning experience as a source of learning and development’, New Jersey: Prentice Hall Moon,J. (1999) ‘Reflection in Learning and Professional Development Theory and Practice’, London: Kogan Schon,D. (1991) ‘The Reflective Practitioner How Professionals Think in Action’, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12