Prevent Procrastination How to get the job done without waiting until the last minute

PREVENT PROCRASTINATION: HOW TO GET THE JOB DONE WITHOUT WAITING UNTIL THE LAST MINUTE Writers are known procrastinators. Whether were afraid our ideas wont be good enough, or were waiting for inspiration to strike, we tend to set ourselves up for stress by waiting until the last-possible minute to begin serious work on our projects. But it is possible to break away from this pattern. Whether you have an internal email to write, a blog, or a white paper, these tips can  help you break free from the pain of procrastination. Always keep the main idea in mind. No matter the size of a project, refuse to let it overwhelm you. In one sentence, write down the purpose your text will serve. Keeping the main premise of your task in mind will keep you from venturing off onto unrelated tangents and/or becoming distracted. And the fewer the distractions, the faster you will finish. The end is in sight. It always helps to visualize the end product†¦especially when you are working on a large project. Take it one word at a time always keeping in mind that each word written is one word closer to the end. Just do it already. Stop regurgitating all of the excuses as to why you haven’t started yet, and simply start writing. Lucky for us, we can have first, second, third, and tenth drafts in the writing world. Even if your grammar and spelling aren’t perfect the first time around, the important thing is to just get something — anything — down on paper. Reward yourself for a job well done. Everybody loves rewards, and what better way to motivate yourself than by knowing you can savor a glass of red wine, enjoy a round of golf, or shop ‘til you drop after meeting your deadline. Lose the â€Å"I Work Better Under Pressure† mentality. This is one of my personal favorites. Instead of reminding ourselves that putting off an unwanted project until the last minute really makes us want to pull our hair out, we justify it with this overly used devil of a saying. Stop thinking this way, and just get to work. You just may find that a project without stress is much more enjoyable than â€Å"working under pressure.†

Images Of Vietnam Essays - Vietnam War, Free Essays, Term Papers

Images Of Vietnam Essays - Vietnam War, Free Essays, Term Papers Images Of Vietnam The United States of America prides itself as the self proclaimed leader of the free world. Since the end of World War II the United States has chosen to use force in order to insure this so called freedom of other less fortunate nations who do not have the ability to defend themselves. According to the United States these infieor nations freedom, has been in jeopardy since the beging of the cold war. Websters dictionary defines a democracy as a government by the people; a form of government in which the supreme power is vested in people and exercised directly by them or by their elected agents under a free electoral system. Since the start of the cold war, the United States has undertaken the policy that if you are not a democracy than you are not truly free. *The government wants use to think that a democracy is pure and good where as a communist society is corrupt and harmful. The fact remains both a forms governments to control the inhabitants and to lead them so that their life might become better.* The United States gives its citizens the right to periodicly elect their leaders. When the United States entered Vietnam after the French lost the war in 1954, why did it feel, it was necessary to choose to fight the Ho Chi Men lead communists, without even allowing the Vietnamese people a chance to elect their own leader under a free parlimentory electoral system. The Secretary of Defense from 1961 to 1968 Robert McNamara saw the Vietnam conflict escalate from 100 American advisors in 1961 to over 275,000 troops during the time of his departure. Vietnam was caught in a revolution, not unlike the civil war, split in two, north versus south. The battle lines where drawn, the 17th parellel the boundry, the communist state split to the north and a democratic state to the south. However, Southeast Asia was considored one of the most sensitive places at this time durning the cold war. Therfore North Vietnams communist neighbors China and Russia, both supplied Ho Chi Men forces. While the south was backed by the United States(which had been funding the war effort since the French conflict). McNamaras memoirs In Retrospect: The Tragedy and Lessons of Vietnam describes his powerful position in the Cabinet under the Kennedy and Johnson administrations. According to McNamara, the United States policy towards Southeast Asia was defined when President Eise nhower delivered his now famous, and widely publized 1956 speech. In which he declared Loas to be the cornerstone to a free world in Southeast Asia. He continued on to explain to the American people if Loas fell to communism it would lead to a domino effect in the rest of Asia and soon onto the rest of world. At the time of this speech Loas political leadership was in turmoil and in danger of turning into a communist state. McNamara uses his memoir as a chance to explain to both the American people and himself what went wrong in Indochina. He starts his story with a brief explanation of where he came from and how he came about to become the Secretary of Defense. McNamara studies extend from University of California at Berkley then to the Harvard business school. He then went on to work for the Ford Motor company where he was selected to be one of the whiz kids, a group of men selected to keep pace and compete with the newly formed General Motors cooperation. McNamara only prvious service for his country came during his time at University of California in the Army ROTC program. Other than that McNamara had no political or public service record up to that point. In a meeting in early December 1960 President elect John F. Kennedy at his home in Georgetown, Whasington D.C. asked Robert McNamara to serve in his cabinet as Secretary of Defense. McNamara describes himself to be at least timid to accept such an important role in Cabinet, questioning Kennedy to find out why the President elect would want to select him. McNamara upon hearing the request tried to explain to the new president that he was not qualified for the

Politics of development Article Example | Topics and Well Written Essays - 2000 words

Politics of development - Article Example Globalization reduces rather than contributes to inequalities giving low developed nations a chance to progress and grow, acquire new technologies and innovations in all spheres of life. Globalization has both positive and negative impact on the third world countries identified by the development stage and economic possibilities. For the third world countries, positive effects of globalization involve free trade and integrated economic relations, low barriers to trade and cultural communication, political unity and easy travel, technology transfer and labor turnover. Governments take measures to make their economies more or less attractive to global investors. In addition, nation-states have retained control over education, infrastructure, and, most importantly, population movements. Indeed, immigration control, together with population registration and monitoring, has often been cited as the most notable exception to the general trend towards global integration. (Friedman 2000). Although only 2% of the world's population live outside their country of origin, immigration control has become a central issue in most advanced nations. Many governments seek to restrict population flows, particularly those originating in the poor countries of the global South. Even in the United States, annual inflows of about 600 ,000 immigrants during the 1990s reached only half the levels recorded during the first two decades of the 20th century (Stiglitz 2002). Finally, the series of drastic national security measures that were implemented worldwide as a response to the terrorist attacks of 9/11 reflect political dynamics that run counter to the hyper-globalizers' predictions of a borderless world. Some civil rights advocates even fear that the enormous resurgence of patriotism around the world might enable states to re-impose restrictions on the freedom of movement and assembly (Wade et al 2006). At the same time, however, the activities of global terrorist networks have revealed the inadequacy of conventional national security structures based on the modern nation-state system, thus forcing national governments to engage in new forms of international cooperation (Hirst and Thompson 1999). Following Stiglitz (2002): "Globalization can further be defined as the arrival of 'self-generating capital' at the global level: that is, capital as capital, capital in the form of the TNC, free of national loyalties, controls, and interests. This is different from the mere internationalization of capital, which assumes a world of national capitals and nation states; it is the supersession by capital of the nation state (p. 10). At the outset of the 21st century, the world finds itself in a transitional phase between the modern nation-state system and postmodern forms of global governance (Yip 1995). Regional clubs and agencies have sprung up across the world, leading some observers to speculate that they will eventually replace nation-states as the basic unit of governance. Starting out as attempts to integrate regional economies, these regional blocs have, in some cases, already evolved into loose political federations with common institutions of governance. On a global level, governments have formed a number of international organizations, including the UN, NATO,

Should The Pin-Up Photographs And Calendars Have Been Taken Down Essay - 1

Should The Pin-Up Photographs And Calendars Have Been Taken Down - Essay Example This author’s opinion is that the pin-up photographs and calendars should have been taken down. But it would have been more prudent to communicate to employees why they would be taken down. A simple reason could be that personal pin-up photographs and calendars, or any other personal poster for that matter, are not allowed in the workplace as an employer’s rule. The workplace is, after all, the employer’s property. It may also be argued that the pin-up photographs and calendars create a sexually hostile environment for women, as it did for Barbara Hill. A woman is not expected to work in a sexually hostile work environment when she takes a job where most of her co-workers are men. She has the right to work in an environment free of sexual harassment and she is entitled to work where female employees are not made uncomfortable because of their gender. These may be the very reasons why the supervisor decided to take down the pin-up photographs and calendars, as wel l as shared Barbara Hill's views regarding them. The supervisor may have believed it in his power or authority to take down the offensive materials. However, although according to Chambers, sexually suggestive or explicit photos can be used to support a hostile environment claim, he also contends that hostile environment law involves disparate treatment, not disparate impact. Funk, therefore argues that there is no judicial support for prohibiting graphic representations in the workplace as long as no gender is was made to feel inferior or treated differently.

Germany’s Violations of the Versailles Treaty Essay Example for Free

Germany’s Violations of the Versailles Treaty Essay Adolf Hitler rose to power after Germany was defeated in the First World War. There are a number of things that led Germany to be defeated in the war. For example, the British and French armies kept on advancing against Germany, the joining of the United States in the war which affected Germany greatly, the economy of Germany had already collapsed and people were starving and finally there were a lot of divisions in the army which rendered the army dis-united. After Germany was defeated in the First World War the victorious nations met in Paris where they agreed on various things and how they would deal with Germany. Under this treaty, Germany was given some conditions which it was expected to comply. For example, its army size was to be reduced to 100000 men, to accept to be responsible for the war outbreak and therefore to pay for damages that were caused by the war. These were called reparations and were to be divided amongst the victorious nations which included: Britain, French, Belgium and Italy. Hitler believed that if his army was not divided then, he could not have been defeated. He thought Germany was defeated because it was betrayed by the army but not because it was defeated by the Allies. Because of these reasons he violated the Versailles treaty by re arming. In this essay, I am going to discuss on the relationship between Germany’s aggression and her weapons or how arming his army led to the Second World War. Hitler was the leader of the Nazi party. He became a chancellor of Germany in 1933 and in 1934 he became its leader. He remained in power from that time until he committed suicide in 1945. Hitler used his oratorical skills, charisma and propagandas in putting hope to the population of Germany that had been traumatized by the war. Hitler started building up his army again increasing its size more than it was agreed. He revived the economy and also refused to accept that he was solely responsible for the First World War. He accepted only when he was promised another war by British and France. Those nations thought that by Germany paying the reparations, they could reverse their economic statuses which had been destroyed by the war but Germany refused to pay. The treaty of Versailles was signed on 28th June 1919 in the palace of Versailles near Paris. The victorious or the allied powers forced two Germans to accept the terms on behalf of the Germany. This treaty refused Germany to join the League of Nations. The territories it had conquered were taken by the allies and then shared amongst them. Germany was not allowed to have submarine and air force. The navy was to have only six war ships. Its army was limited to only 100000 men. Also Rhineland –an area of 50 miles wide was declared no man’s land or a buffer zone and Germany was not allowed to place its army there (Hoover A. J. ,1994) This treaty backfired because instead of making the world a better and safer place, it caused more problems and helped Hitler to ascend to power. Germany was not happy with those terms. They complained against its army size that it was vulnerable to attacks. It refused to pay the reparations giving the reason that its economy had been destroyed by the war, it was also bitter because it lost a tenth of its land to the victorious nations. Other nations even smaller than Germany were given free determination as opposed to Germany. The German in other states were not allowed to unite for example, the Australian Germans. They felt they were not to be blamed for the Russia was responsible. They also hated it because they were not allowed to be in the conference. This treaty created a political atmosphere for they blamed everything that went sour to the treaty and the lost war. Also whenever Hitler violated the Versailles treaty he shouted that ‘Germans have refused or want no more. He stated to them openly that he would do away with the oppressive treaty of Versailles. He promised to rearm and unite all Germans who were in other smaller nations. Germany was technical keeping to the terms but in real sense he was not. Hitler violated this treaty in many ways. For example in 1925 under the Locarno treaty he agreed that he would not cross the area bordering France, Belgium and the demilitarized Rhine land but on 7th March1936, Hitler violated this treaty by marching on to Rhineland. Britain and France complained but neither of them took action. In 1932 at a conference at Lausanne, Germany France and Britain signed a treaty to cancel the reparations that Germany was supposed to pay the allied powers. In 1935 Hitler introduced a compulsory military conscription thus mobilizing his army. These included the new navy and air force. Also in 1935 in appeasing Germany who had already started rearming himself, the treaty was violated again by allowing Germany to have submarines. This happened when Germany and Britain signed Anglo Germany Naval Agreement. In 1936, Hitler took the demilitarized territories especially in the Rhineland. In 1938, 12th March Germany entered Austria after gaining a lot mass support. On the following day, he conquered Austria and it became part of Germany. In 1938 Hitler wanted to break war unless he was allowed to take Sudetenland which was on its border. Also in the same year on September 29 the allied powers allowed Germany to take The Sedeten land and on 29th September 1938 they allowed Germany to move ahead but on condition that he would maintain world peace. At first Czechoslovakia refused but it was pressurized to accept that. In 1939 Hitler violated this treaty and occupied Czech province and Slovakia became independent. Later Hungary invaded and Czechoslovakia ceased to exist. In 1939 Hitler made demands on Poland because he wanted the Danzig province and be given a route for accessing it through the Polish Corridor. Since the time Hitler started to violate the treaty, the allies were trying to appease Germany but it proved that Germany’s desires were insatiable. Whenever he was allowed to take a section of its former colonies it insisted on all of it. When it gave an ultimatum to attack Poland, another war was promised by the allies to Germany and when he refused to bow down, he was attacked and the second war broke out in September 1939. There was a relationship between the way Hitler armed himself and the way he resulted to be aggressive. The more he equipped his army the more he became aggressive because he thought he would attack and defeat other nations. In his 2001 book Breuer says that Hitler armed himself more than before in terms of research and development. He even trained new crew members in the U-boat business. Something that was contrary to the treaty. The Germany’s military which had so many limitations after the First World War started developing new and most efficient tactics. They started using tanks and aircraft for the ground warfare. Germany also learned about more advanced ideas from British military scholars. In 1929 a German infantry officer was given the task of administering the German-Russian school which was located in Kazan. Its goal was to train Germans on how to operate tanks in Russia. Hitler was militarily creative and wanted the future war to be a totally different from the First World War (Breuer W. B. , 2001) It can be said that Hitler was sorely responsible for starting the war of 1939 because immediately he became the Chancellor of Germany in 1933 he began building up his army secretly. He also started compulsory army conscription. All these moves were against the Versailles treaty and although the allies were aware of this, they tried to appease Hitler so that he could help them fight against the spread of communism which had proved to be a big threat to them. They thought that by making Germany stronger, it would check the spread of communism. This policy of appeasement continued until Germany went as too far as to attack Poland (Weinberg G. , 1994) Hitler felt that he was fully prepared for the war because of the loyalty he received from his people plus the outstanding army he had built. He had a very potent army and his air force had become second to none in the whole world. He prepared his army with the new war strategy called blitzkrieg (lightning war) where by heavy ground armies were established and many war aircrafts accompanied these men who were highly mobile. This was a new strategy which had never been seen before. He believed that he was a great power in Europe and thus there was a need to strengthen his army. That is why in 1933 he ordered war planes to be increased to one thousand and army barracks were built. He even quit the Geneva conference after his plan of having his army to re-arm to the level of French or French to his level was refused. For the next two years his military might expand in secret and by 1935 march, he felt that he was prepared enough to arm his Nazi army publicly thus violating the Versailles treaty. As time went by, Germany had 300,000 army men and 2,500 war planes in Luftwaffe and Wehrmacht respectively. He ordered the army to be comprised of 550,000 men. In 1936, he repossessed the Rhineland, in 1938 he annexed Austria and in 1938 he demanded to be allowed to occupy Sudeten land at Munich. In 1939 he took over Bohemia and Monrovia and then made strident move to acquire back his territory –Danzig at the Polish Corridor. The attack he made on Poland is what led to the Second World War outbreak. To conclude this essay, we can say that Hitler idea of building up his army made him to feel that he was ready to face any other nation that appeared to be a threat to him. He assumed that no other nation especially the allied powers would dare attack him and that is why he went ahead to reclaim all the territories that had been taken from him and were now being administered by the victorious powers like France and Britain. If the Versailles treaty was not violated, perhaps then there could not have been a second world war. Reference: 1) Breurer W. B. ,( 2001) Deception of World War II, New York: John Wiley and Sons Inc 2) Hoover A. J. , God (1999) Britain and Hitler in World War II: the view of the British clergy, 1939-1945. Praeger publishers. 3) Weinberg G. L, (1994) A World at Arms: A global history of World War II, Cabridge, Cabridge University Press.

Changes in Roles and Responsibilities of Nurses in the Moder

Changes in Roles and Responsibilities of Nurses in the Moder Nursing staff have seen their roles and responsibilities change considerably within the modernisation of the NHS, but is this a good thing? There are some big changes in the nursing field in the last 50 years such as, uniform, salaries, job demand, the roles of nurses, the different roles for men and women nurses, the technology used, Litigation and Documentation, Holistic Care and patient load. Nurses are becoming more popular and demanding in all sorts of different working environments such as, working in nursing homes, hospitals, home help, travel nurse, school nurse and more. Years ago, nurses were seen just as little more than helpers or assistants for doctors. Today in 2010, nurses are health care professionals in their own right. They are bright, capable, and often have a clearer picture of the overall situation than the doctors they work alongside with. Nursing has not only changed on the face of it but the background work of a nurse has changed to, for example the education given to nurses, the scope of policies and practice, the structures of nurses and the principles of the care of the patient. People are lead to believe that the modernisation of the NHS will be beneficial to the care of the patient, but is this really the case? Due to the increasingly shortage of nurses, they have learned to be more independent which is an outstanding way to increase skills and keep up to date with the new trends in health care. As well as nursing changing, health care in general has changed too. Within the modernisation of the NHS and nursing the care of the patients is still the everlasting goal. This means that there is more work for the nurses, which then has a knock on affect leading to less satisfaction of patient care. Although the NHS and government are doing their best to modernize nursing with the patients interests are heart, it seems like there is less time for care due to time, but more time for paperwork. The Department of Health has laid down certain policy initiatives, targets and structural and organizational changes that can improve the quality of care received by patients through the NHS. These changes are emphasized along with the need for multi-agency and multi-organizational collaborative working acros s disciplinary boundaries. The four key interfaces for which collaboration and coordination measures are being suggested are health and social care; general medical and community health services; primary and secondary care; and interface with carers (DoH, 1996). The education of nurses now days are a lot more intense and harder than it was 10 years ago. Over the last 10 years, there has been a gradual shift for the education and training of nurses. Currently all nurses have to be trained to a degree university level before they can practice as a fully qualified nurse. Opportunities for nurses have increased by large, with one training opportunity being through the internet although this method of training has to be approved by the NHS. On the other hand, years ago nurses only had to have a diploma or LPNS. Now days all nurses have to attend and complete continuing education courses to keep up to date with the new trends and information used in the current day. In addition to the higher and more advanced education, which nurses now have to have, there comes an increases scope of practice. In the current worlds, nurses are doing more and going places that in the past they would not be allowed to have done. The scope of practice is an expression used for various professions that define the procedures, actions, and processes that are allowed to be used and practiced. In the health care profession, there are many different jobs with very different defined scope of practice laws and regulations. These include nursing, social workers, speech and language pathology,  audiologists,  training, radiography,  nuclear medicine, dentists, surgeons, paramedics, physicians and many more. In the interest of the patients, it is a good thing that nurses are allowed to do more and more as there are more doctors than nurses, so the patients may be seen quicker, but on the other hand, it is not a good thing as nurses are doing more and maybe caring for th e patient need and wished less. Nowadays in hospitals, the wards are not gender mixed although the nurses are gender mixed between wards. The stereotypical roles of a nurse have change a lot since the 1990s. There are more male nurses but still not enough. However although there are still not enough male nurses, the female domination of nurses is slowly decreasing and now more men are entering the caring profession. For patients the more male nurses is a good thing because some patients i.e. men prefer to be treated by a man. For example, a man may like to be washed by a man and not a woman for dignity reasons. In addition, for years, the majority of nursing was thought of as a female profession but every year more and more males are joining the nursing profession. Nowadays being a male nurse does not have a stigma attached to it and is now seen as a very good career. The demand of nurses now in 2010 is by large massive. The NHS is always asking for more nurses. When the baby boom started there was a very large need for nurses but as the baby boom is decreasing now there is time and money for improvement of standards of living and disease control, our citizens are living longer. As the general population increases, so too does the demand for nurses. Now more than ever nurses are overworked but with the increasingly shortage of nurses they have to work harder and longer hours, which again is not benefiting the patients. Because of the nursing demand and staff shortage, staffs are taking more sick days due to excessive stress and lack of sleep and self-time. This is because nursing is very demanding on a person not just mentally but physically too. This is seriously compromising the NHS. In 2010 compared to 1980, there is a lot more technology for nurses to use and to be trained to use. Nurses today have to keep up to date with a lot more technology than a nurse 50 years would have had to. Technology can be seen as a good gadget and as a bad gadget, because not only do nurses have to provide basic and skilled care, they also have to learn how to work with many types of equipment that are specific to their area of expertise. The more popular piece of technology used every day by a nurse is a computer. Nurses use them every day as a way to document the care given to a patient. Although new technology is a good advantage for health care, it has its negatives, for example training the staff to use it costs a lot of money, but on the other hand, it can save lifes. Other important technology that is used every day that benefits a patient is, air mattresses as they help to prevent DVTs and assistance with IV insertion which has made things a lot simpler. All of the new high tech equipment being simplified is for user- friendliness, which means that the new methods are speeding things up. Lastly, infection control plays a big part in the NHS every day, so new technology is being developed all the time, although the basic hand washing procedures remain very much the same. There are many different approaches to nursing care, one being the holistic care. This type of care has become more and more popular. The commutations between the Health and Allied Health services improving, a total Patient Care Model has come about. Resulting in decreased in-patient times and better health outcomes. The holistic care has been seen more popular within the complementary therapies and concepts. The patient load that a nursed has is massive. In America, there was a debate about the amount of patients under care of nurses. In 1999, the debate was won and there was a cap of the amount of patients allowed under care of one nurse. The results have been very effective from happier staff and better care for patients. There should be a cap in the UK. The changes of nursing over the last 10 years have been welcomed with open arms, but there are still teething problems and views that need to be heard. Optimal patient care is in a constant battle with budget and we can expect to see new policy reforms, new technology, and new demands created in the decade to come. It remains the responsibility of not only the nurses, but also the patients of the future, to voice their opinions in order to guide the Industry in the right direction. Nurses are now expected to come with a bigger patents load but more paper work as well. The importance of the paper work has increases over the last 10 years. This is due to the society that we now live in as it has been raised to need someone to blame for everything. As a nurse or doctor there are many emotional people around you every day as people are dying all the time. Therefore, sometimes people sue the nurses and doctors as they are upset and think the person died due to the NHSs fault. Following this, nurses and doctors keep finding themselves in court. Even if they have not done anything, all allegations have to be investigated. This is the reason for paperwork there is to write up. Paperwork is the only solid setting stone and proof/ backup of a nurses care. A nurse is required to document every blood pressure reading, every medication, every incident, and every day. They have to  account  for every action, and put it all in writing. The problem with documentation is th at it takes time. More time for documentation means less time for patients. Plain and simple. The polices that nurses have to follow are very similar across the whole world. In Australia, the no-lift policy was introduced in the late 1990s. To date the policy is still used and the nurses are trained using this policy. No-Lift means using Lifting Machines to mobilise patients, using slide sheets to manoeuvre them around the bed and promoting back care in general. Although this concept is yet to be adopted in the UK, the benefits are becoming obvious and discussions have begun on the implementation of a similar policy in the UK. There are many different types of nurses that work in the community and in the hospitals. These can range from, Adult nurses, mental health nurses, Childrens nurses, Learning disability nurses, District nurses, Neonatal nursing, Health visitors, Practice nurses, Prison nurses, School nurses and Healthcare assistants. There are also many different levels to being a nurse. A health care assistant is under a nurse, and then you have staff nurses, then sisters and ward sisters and then nurse manager/ matron. All in all these all make up our NHS and work as a team to provide the best possible care for the patient. There is a large scale of pay, which starts at around  £13,000 to  £67,000. The above table shows how the NHS works. The last 40 years nurses uniform has changed but not that much. In the 1960s nurses still wore dresses and stocking .In the 1970†²s more changes came to the way nurses dressed. Dresses were a little shorter and the white caps were beginning to lose importance in some hospitals across the country. In the 1980†²s there was an end of the nursing caps altogether. Nurses also began wearing disposable aprons at this point rather than cloth aprons and medical facilities became much less militant in regards to restrictions on jewellery and cosmetics. During the 1990†²s and today, nursing dresses have been replaced with much more user-friendly scrub suits. Scrub suits can be found in a wide variety of colours and styles. Some hospitals have specific scrub suit colours for different types of hospital staff and others allow nurses and other staff to choose colours and styles that appeal to them. Todays nursing uniforms are designed more for function than form but are also conside red much more comfortable than those worn throughout history are. There are many different theories towards nursing. The three main ones are needs based theories. The main point being that the focus of nursing is the assessment and care of the patients / clients needs, which they are unable to meet for themselves. The second theory is interactions theories. The main point of this being the focus of nursing is the relationship between the nurse and the patient / client. Lastly, the other theory is the goal-based theories. The main point again being that the focus of nursing is the outcome and emphasis is placed on facilitating the ability of the patient / client to adapt to changes in their health and regain stability and harmony. Today in the NHS nursing takes on a role of the biomedical model. The biomedical model has been around since the mid- nineteenth century as the most common model used to diagnose diseases. The biomedical model states that All illness and symptoms arise from underlying abnormality in the body, all diseases give rise to symptoms and that health is absence of disease. The model overlooks the fact that the diagnosis is a result of commutation between doctor and patient. Biomedical model has no doubt led to huge medical advances although the patient has little responsibility for presence /cause of illness. In conclusion, the changes in roles and responsibilities of nurses in the modernisation of the NHS can beneficial towards the patients but can also be damaging towards the patients. This is due to lack of staff and increased working hours, more paperwork, and more tasks that a nurse has to do and there are generally more patients now than 10 years ago. Therefore, a nurse has less time caring for the patients needs. On the other hand, the modernisation is seen as a good thing because there is more technology nowadays to make the nurses life easier, which also get a more persist result. Within the context of policies and procedures there are no many more rules than year ago, which does make a nurses life maybe easier but maybe harder. With all of these changes to nurses and the NHS in general, is the modernization is good thing, does it have the patients interests are heart or is it about saving money?

What Kind of Person Is an Overambitious Parent

What kind of person is an overambitious parent Each and every person on this planet has some goals, ambitions, dreams. We all have this picture in our minds of how our life is supposed to be and we do everything we can to make it real. But a wise man once said that while we're making plans, God is laughing. Not achieving the life you yearn often leads to negative emotions and depression. Some people learn to let go of their dreams and set new targets. Others never quite get over their failure and always seek ways to see their goal accomplished. Often, these people become overambitious parents.I have been a witness of what having an overambitious parent is like. One of my closest friends mother had always been very goal-oriented, but unfortunately fate had other plans for her. As a result, she tried to force her dreams on her two kids. She always pushed them to the limit, expecting them to excel in all areas of life. She rarely left them time (to)relax and have (maybe you can put free time for themselves) time for themselves. She expected only the best from them and when they didn't manage to live up to her high standards, things always ended up with screaming and sobbing from both sides.Her way of â€Å"stimulating† them was to bring them down, telling them some pretty harsh words and constantly nagging. What she failed to grasp was that her kids were different from her, with different view of the world, their own opinion and ambitions. Their deepest yearnings weren't the same as hers. In the end, all she wanted was to see them successful and fulfilled, but she couldn't fully understand what was best for them and chose the wrong approach. What this type of parents fail to see is that they're driving their kids away from home and are, sometimes, the cause of depression. Ambition is good, but there are borders to everything.We are all different, our destinies are different and no one should force us to choose another way in life. After all, we only get one chance in life. I give you and F+ because you said it’s a bad essay and mislead me into thinking that it’s actually going to be bad. Actually it’s a pretty good read and I don’t see any need to correct anything more or less. Vicky What kind of person is an overambitious parent Each and every person on this planet has some goals, ambitions, dreams. We all have this picture in our minds of how our life is supposed to be and we do everything we can to make it real.But a wise man once said that while we're making plans, God is laughing. Not achieving the life you yearn often leads to negative emotions and depression. Some people learn to let go of their dreams and set new targets. Others never quite get over their failure and always seek ways to see their goal accomplished. Often, these people become overambitious parents. I have been a witness of what having an overambitious parent is like. One of my closest friends mother had always been very goal-oriented , but unfortunately fate had other plans for her. As a result, she tried to force her dreams on her two kids.She always pushed them to the limit, expecting them to excel in all areas of life. She rarely left them time to relax and have free time for themselves. She expected only the best from them and when they didn't manage to live up to her high standards, things always ended up with screaming and sobbing from both sides. Her way of â€Å"stimulating† them was to bring them down, telling them some pretty harsh words and constantly nagging. What she failed to grasp was that her kids were different from her, with different view of the world, their own opinion and ambitions.Their deepest yearnings weren't the same as hers. In the end, all she wanted was to see them successful and fulfilled, but she couldn't fully understand what was best for them and chose the wrong approach. What this type of parents fail to see is that they're driving their kids away from home and are, somet imes, the cause of depression. Ambition is good, but there are borders to everything. We are all different, our destinies are different and no one should force us to choose another way in life. After all, we only get one chance in life.

Level 3 Stl Unit 302

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

Euclid Essays - Integer Sequences, Ancient Greek Mathematicians

Euclid Essays - Integer Sequences, Ancient Greek Mathematicians Euclid Euclid of Alexandria is thought to have lived from about 325 BC until 265 BC in Alexandria, Egypt. There is very little known about his life. It was thought he was born in Megara, which was proven to be incorrect. There is in fact a Euclid of Megara, but he was a philosopher who lived 100 years before Euclid of Alexandria. Also people say that Euclid of Alexandria is the son of Naucrates, but there is no proof of this assumption. Euclid was a very common name at that time, so it was hard to distinguish one Euclid from another. That is the big reason why there is little known about Euclid of Alexandria. Euclid of Alexandria, whose chief work, Elements, is a comprehensive treatise on mathematics in thirteen volumes on such subjects as plane geometry, proportion in general, the properties of numbers, incommensurable magnitudes, and solid geometry. He was probably educated at Athens by pupils of Plato. He taught geometry in Alexandria and founded a school of mathematics there. The Data, a collection of geometrical theorems; the Phenomena, a description of the heavens; the Optics: the Division of the Scale, a mathematical discussion of music; and several other books have been attributed to him. Historians disagree as to the originality of some of his other contributions. Probably, the geometrical sections of the Elements were primarily a rearrangement of the works of previous mathematicians such as those of Eudoxus, but Euclid himself is thought to have made several original discoveries in the theory of numbers. Euclid laid down some of the conventions central to modern mathematical proofs. His book The Elements, written about 300 BC, contains many proofs in the field of geometry and algebra. This book illustrates the Greek practice of writing mathematical proofs by first clearly identifying the initial assumptions, and then reasoning from them in a logical way in order to obtain a desired conclusion. As part of such an argument, Euclid used results that had been shown to be true, called theorems, or statements that were explicitly acknowledged to be self-evident, called axioms; this practice continues today. One of Euclids finds is explained in the ninth book of the Elements. It contains proof of the preposition that the number of primes is infinite; that is, no largest number exists. He claims the proof is remarkably simple. Let p be a prime and q=1 x 2 x 3 x x p+1; That is, one more than the product of all the integers from 1 through p. The integer q is larger than p and is not divisible by any integer from 2 through p, inclusive. Any one of its positive divisors, other than 1, and any one of its prime divisors, therefore, must be larger than p. It follows that there must be a prime larger than p. Although little is known about Euclid himself, his work is known by many. Even though The Elements is his best known work, he has written a number of works. Each one of his works has provided us with a tremendous amount of valuable information. Todays modified version of his first few works form the basis of high school instruction in plane geometry.

My Overseer Sent My Mother To essays

My Overseer Sent My Mother To essays The name of this document is entitled, The Overseer...Sent My Mother Away... To A Retired Place. This story is told by Josiah Henson who was a child slave at the time. In this story Henson explains the horrific story about how his father was sent away and also explains the events that lead up to that tragedy as well. He tells us about how his masters passing was the result of his families separation, the event which separated him from his mother at the very young age of six. The source of this document is Josiah Henson, Uncle Toms Story of His Life: An Autobiography of the Rev Josiah Henson (London, 1877). This document is about Josiah Henson who was born June 15, 1789 in Charles County, Maryland, on a farm that belonged to Mr. Francis Newman. His mother and father were both slaves of Dr. Josiah McPherson, but where hired out to Mr. Newman the man in which his father belonged to. One day the overseer had sent his mother away to a retired place and tried to force himself upon her. Her screams aroused his father, and as he went to see what the noise was, he found his wife struggling with the man. This angered him very much, so he struck the man and within the blink of an eye the overseer was down. He would have killed this man, but the overseer had made a promise that nothing should ever be said of the event that had taken place. The promise was not kept and the laws of the state were after him, for a nigger had struck a white man and something was to be done. For a good while his father had stayed on the run hiding in woods, and at night venturing into cabins in search of food that wa s until he was starved out, and compelled by hunger which forced him to give up and turn himself in. The day of the execution of his penalty had arrived and the Negroes from the neighboring plantations were summoned to witness the scene. Fifty slashes were given to him by a blacksmith named Hewes. The cries from his f...

About Micro Economics Research Proposal Example | Topics and Well Written Essays - 1250 words

About Micro Economics - Research Proposal Example and also helps facing the competition developing in any market by focusing on the customers’ needs and the supply and demand issues (Starr, 2007; McNamara, 2008). The major steps involved in developing a strategic business plan include the identification of the time to make such plan. A strategic business plan can be developed anytime when the business expects any kind of restructuring or expansion and the future of the business comes to any questionable position. The strategic business plan also helps in analyzing the past and current operations of the business running successfully to determine the future improvements. The strategic business plan is helpful to protect business from running into the phase of crisis from a successful state (Hilty, n.d.). After deciding the need for developing strategic business plan the organization needs to analyze the situation outside the organization, i.e., the background information of the business focusing on the market situation, available resources, management system and the existing centers of profit. The analysis of cash flow and expenses, the data of debts and production costs, financial, capital an d labor efficiency, etc. makes the next step of strategic planning. This can best be done in strategic business planning through the SWOT analysis, i.e., the in depth investigation of the situation of the organization including identification of its strengths, weaknesses, opportunities and threats. While strengths and weaknesses are the internal characteristics of a business the opportunities and threats are the external components which the organization itself does not have any control over. It is applicable in all business sectors when a very limited time is available to address a complex strategic situation. This step helps in providing a large amount of external and internal information relevant to the business situation and the aspects requiring immediate attention. These four aspects related to any business helps in

The role and representation of men Essay Example | Topics and Well Written Essays - 2000 words

The role and representation of men - Essay Example man as weak and vulnerable, yet often such film makes a point of portraying this as a tragedy, an injustice in which man is stripped of his natural power. In stark contrast; the female role is often a vulnerable one – she is the beautiful daughter or the caring wife – she is the home-maker who cooks the meals and cleans the house; she is the child-bearer. Such stereotypical portrayals of the sexes are indeed extremely common, and have roots in the age-old status roles which men and women took centuries ago. This essay will focus on the role of the male in film; it will assess which forms the male role has taken in film and for which message it was intended to portray. Film media plays an immense role in portraying the stereotypical roles of men and women on the screen. As has already been stated, the male role is often connected with masculinity, and all that comes with this label; namely independence, financial success, violence, aggression and physical attractiveness. Men suffering problems are portrayed as ‘drinking’ them away or using methods of violence to ease the anger associated with the problem. A ‘real’ man is portrayed as muscular, harsh, well-endowed and often is a womaniser because of these qualities. It is almost as if these qualities give the male a reason, or a right to such womanising activities. The French male role is often the suave, less masculine in terms of violence, yet more beautiful and poetic. Entre nous depicts and accentuates the difference between the ideal and the typical male role. It portrays the ability of the female characters in constructing a network of friendship and mutual support, in which they are able to establish and maintain a form of independence from their husbands. In this film, the male role depicts that of the caring husband, the admirer of his wife and daughters, the provider of the family, yet in a less masculine sense. By depicting the women in this manner, the film manages to accentuate