assessment strategies for day to day assessments

Appraisal can be defined as utilizing assorted methods to understand with deepness and lucidity the current cognition that a student possesses, runing from a simple observation to organize a instructor ‘s subjective sentiment ( formative appraisal ) , to a formal trial or scrutiny ( summational appraisal ) . The cognition of a pupil is perpetually altering and as a consequence, instructors are able to do formative or summational opinions on pupil accomplishment by comparing of their work utilizing a progressive program of work. Assessment, formative or summational, is used to measure a student ‘s class, promotion, mark group arrangement, teacher direction and entree to the course of study. Many critics believe that one signifier of appraisal ( summational or formative ) , may be at the disbursal of the other. An statement possibly to be addressed elsewhere! For the intents of this essay, it is persevering to presume that ; ‘The two signifiers of appraisal can be reciprocally supportive- formative appraisal supports the procedure of acquisition, summational appraisal measures the consequence ‘ ( Kyriacou, 2007, p247 ) . In the undermentioned, I will research the deduction of the usage of both formative and summational appraisal and its topographic point in instruction today, the function of appraisal in my placement school and will reason with some contemplation on the benefits and cavity falls of appraisal in instruction.The intent of appraisalAppraisal can be categorised as any technique or activity used to measure the public presentation of a student against specific larning outcomes set out for them by their school. â€Å" Appraisal for Learning is the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where the scholars are in their acquisition, where they need to travel and how best to acquire at that place. † A ( Assessment Reform Group, 2002 ) Appraisal in instruction has seen a immense rise in popularity since the debut of the National Curriculum in 1988 for two grounds ; foremost it is the agencies by which authoritiess are able to mensurate the educational end product of any given school against other schools locally and nationally, with the outlook of raising educational criterions, and secondly, instructors have progressively realised the value of uninterrupted appraisal for informing them of and steering them in their instruction procedure. The most often used intents for appraisal are as follows: – To supply the instructor with feedback sing pupil advancement. This enables the instructor to see the effectivity of their instruction sing the student accomplishing their acquisition results. Particular misinterpretations or jobs may be highlighted as a consequence, leting for be aftering for remedial action or revised learning methods. To supply the student with instructional feedback. This enables the student to measure their criterion of work against a given standards or expected criterion. Using elaborate feedback, students may understand the outlooks on them from any given piece of work more clearly, and usage to rectify and better their work. To actuate students. Positive feedback can efficaciously excite motive. To supply a record of advancement. Regular appraisal enables the instructor and the school to maintain a decisive record of pupil attainment over a drawn-out period of clip, enabling the instructor to do specific opinions sing the student ‘s current and future educational demands. It is peculiarly helpful in placing peculiar jobs or troubles. A student ‘s record of advancement will be used when pass oning with co-workers and informing parents. It may besides assist a instructor to reevaluate their pedagogic methods when learning similar groups in the hereafter. To supply a statement of accurate attainment. By utilizing specific attainment standards, the student ‘s degree of attainment at any given clip can be assessed. To measure student ‘s preparedness for future acquisition. Students can be assessed against their preparedness to entree new countries of acquisition, whether they have any specific acquisition troubles or if they have efficaciously covered old larning necessary for the instructor to continue with a specific subject. Lack of understanding in this case would ask further planning for revised acquisition and readying by the instructor. To supply grounds of instructor and school effectivity. The appraisal of pupil accomplishment and record of their advancement gives an indicant of the success and effectivity of the instructor and the school. Data is used in local and national statistics which may impact the school ‘s popularity or support chances. ( Q1, Q10, Q11, Q12, Q13 )Summational AppraisalSummational Assessment identifies the criterion of attainment achieved at any given point in the school twelvemonth, although normally carried out at the terminal of a class of work or terminal of the school twelvemonth. Various ways of measuring acquisition, sometimes referred to as ‘multiple response manners ‘ can be used to derive grounds of student acquisition, for illustration tick sheets and portfolios, but the most good recognized illustration of summational testing is the high-profile Standard Attainment Tests ( SATs ) taken nationally at the terminal of Key Stage 1 and 2, and used by authoritiess to measure the educational end product of single schools and published in League Tables. The consequences indicate the degree ( below, on mark or above for their age ) a kid is working at, assessed against eight National Curriculum Target Levels which enables the school ( or feeder school ) to do programs for the kid ‘s future acquisition and schools to find if they are learning efficaciously, by the comparing of their whole-school and students ‘ public presentation against national consequences. ( Q12, Q13 )Formative Appraisal‘An appraisal activity can assist larning if it provides information to be used as feedback by instructors and their students in measuring themselves and each other, to modify the instruction and acquisition activities in which they are engaged. Such assessment becomes formative appraisal when the grounds is really used to accommodate the instruction to run into learning demands ‘ . ( Black et al, 2002, p2 ) Formative Assessment has gained a high profile in recent old ages following the debut of the National Curriculum and the publication of the Assessment Reform Groups ‘ ( ARG, 2002 ) sum-up of research which formed the footing for the 10 rules for Assessment for Learning ( AfL ) ( 2002 ) . Ongoing formative appraisal relies on the informal, synergistic and qualitative measuring of the appraisal of student larning during ordinary schoolroom activities. Teachers use a scope of schemes in different contexts and for different intents, whilst concentrating on how pupils learn. This attack enables instructors to rapidly place mistakes and misconceptions and advance effectual hereafter larning for their students utilizing regular, constructive and formative written and unwritten feedback with the intent of enabling students to do good advancement. Personalised and differentiated acquisition accessed via every twenty-four hours Assessment for Learning ( AfL ) , is linked inextricably with inclusive, Quality First ( National Strategies, 2010 ) Teaching and student acquisition, ‘the adept usage of appraisal patterns which complement and ease the trademarks of effectual instruction is indispensable ‘ ( Kyriacou, 2007, p106 ) and should be an built-in portion of every lesson. The impact of congratulations and positive feedback, whilst avoiding comparing with other students, can hold far making effects on the scholar ‘s battle, enthusiasm and assurance. By clearly sharing the acquisition aims ( what is to be learned ) and the acquisition results or success standards ( what the kids will be expected to make one time they have learned it ) , the instructor and student are so able to prosecute in the procedure of appraisal, utilizing schemes the instructor deems ‘fit for intent ‘ in the context of the lesson. Through observation and listening to garner intelligence ; oppugning and whole-class duologue ; giving unwritten and written feedback and planning for group talk, AfL enables the scholar be actively engage, to understand the quality of their work and how to better their acquisition. There is besides grounds that low attainers and pupils with specific larning demands or disablements peculiarly benefit from formative appraisal. ‘Learners need information and counsel in order to be after following stairss in their acquisition. Teachers should: nail the scholar ‘s strengths and rede on how to develop them ; be clear and constructive about any failings and how they might be addressed ; supply chances for scholars to better upon their work. ( Assessment Reform Group, 2002, p. 2 ) ( Q1, Q10, Q11, Q12, Q13, Q19, Q26b )Appraisal schemes for daily appraisal during the lessonQuestioning aˆ? Asking inquiries to measure kids ‘s get downing points, in order to measure attainment degree and plan/adapt acquisition and instruction activities consequently. aˆ? Asking a scope of inquiries, from actual to higher-order ( unfastened and closed inquiries ) , leting students ‘think clip ‘ which will promote a deeper apprehension of the inquiry posed. aˆ? Using talk spouses and guaranting all are engaged in replying inquiries. Using oppugning to prosecute in single and whole-class duologue. Detecting aˆ? Watching kids at their work, listening to their treatments leting for an appraisal of their acquisition as it is go oning. aˆ? Making planned observations of peculiar kids who may be holding troubles to back up their acquisition in the lesson.21-2004 G | A © Crown right of first publication 2004 Discoursing aˆ? Brief ad-lib treatments with kids if there have been any issues during a lesson. aˆ? Holding treatments with kids to measure their apprehension and to determine grounds for any misinterpretations or misconceptions and leting issues to be resolved within the lesson. aˆ? Holding informed treatments following up earlier appraisal, in order to discourse advancement, marks and any equal or ego appraisals that have been made. Using these to let planning for the following stairss in acquisition. Analyzing aˆ? Marking and measuring written work with the kids, leting for designation of any common mistakes or misconceptions. This will besides assist steer kids sing how they can better and advancement. aˆ? Discoursing with the kids their responses to the lesson ‘s undertakings, leting for designation of ability to rectify any mistakes and misconceptions. This will besides assist to measure their accomplishment against the acquisition aims, monitor their advancement and let treatment sing how they can better and the following stairss for them in their acquisition. Checking kids ‘s apprehension aˆ? Conducting callback trials with planned or self-generated inquiries to measure instantly with the kids their cognition and velocity of callback. aˆ? Reviewing what has been taught antecedently leting for both kids and instructors to place what might necessitate alteration and to steer the lesson and future planning. ( Q1, Q12, Q22, Q25a, 25b, 25c, 25d, Q26b )Self and peer appraisalSelf and peer appraisal are a agencies of heightening formative appraisal during which single, braces or little groups of kids identify the advancement that has been made in the lesson, what they still find ambitious and how to better through be aftering their following stairss in larning. By advancing the development of independent ego and peer appraisal and giving them ownership of their advancement, pupils learn to supervise and measure their ain acquisition schemes and accomplishments. Honesty in appraisal is non seen to be an issue as some might hold presumed, ‘pupils are by and large honorable and dependable in measuring both themselves and one another ; they can even be excessively difficult on themselves ‘ . ( Black & A ; Wiliams,1998, p7 ) . Crucially, ‘pupils can measure themselves merely when they have a sufficiently clear image of the marks that their acquisition is meant to achieve ‘ ( ibid, p7 ) . Sometimes the instructor may utilize appropriate illustrations of work to exemplify specific marks. Using shared purposes and planned marks, work can be reviewed with or without the instructor ‘s engagement and consequences recorded and used to make revised marks. Using student self rating techniques such as the ‘thumbs up/thumbs down ‘ technique, instructors may rapidly determine pupil understanding at any given point in a lesson. ( Q28 )Planning, feedback and prepTeachers, working alongside their co-workers, plan a strategy of work by planing sequences of related acquisition activities which have detailed and clear aims. Using the National Strategy programme of survey, as set out in the National Curriculum enchiridion ( 1999 ) , they will take into history the age and ability scope of their category. Using their secure course of study cognition and accurately assessed cognition of their students ‘ anterior accomplishment degrees utilizing AfL, they are able to be after for individualized acquisition and inclusion in their patterned advance of learning. This allows the instructor to present a lesson during which they will supervise students, supply accurate feedback, challenge all students and assist all scholars achieve. Feedback is most effectual when it is descriptive and linked to the acquisition objectives/success standards coupled with suggested larning patterned advance paths. Well planned prep has the added advantage of consolidating and edifice on anterior acquisition and working with the support of parents or carers. ( Q11, Q19, Q22, Q25a, 25b, 25c, 25d, Q26b ) The National Curriculum, Programme of Study, Level Descriptors and Attainment TargetEach topic in the course of study, at each Key Stage, has a programme of survey as set out in the National Curriculum Handbook ( 1999 ) which outlines the topic cognition to be covered at any given clip. Each topic has 8 attainment marks level forms or Attainment Focus ( AF ) Levels as set out in the National Strategies appraisal standards grids ( 2010 ) , for each attainment mark ( 2010 ) . These become increasingly more ambitious and have an extra degree for ‘exceptional public presentation ‘ for students with outstanding ability. These are used by instructors to supply the footing for doing an accurate opinion on the student ‘s public presentation by Measuring Pupil Progress ( APP ) and compared at all times against the degrees above and below to guarantee an accurate appraisal is recorded. Each degree description describes in some item the age-related outlooks of an mean student by puting out ‘the accomplishments and understanding that students of different abilities and adulthoods are expected to hold by the terminal of each cardinal phase ‘ ( The Education Act, 1996, subdivision 353a ) . ( Q11, Q22, Q26b, Q28 )Measuring Pupil Progress ( APP )In a move off from formal testing, APP was introduced as an alternate agencies of whole-school and student appraisal through SATs trials. A structured, on-going national attack to appraisal ( where the boundaries between formative and summational appraisal can film over ) , APP equips instructors ( and learning helpers ) to track and do judgements on students ‘ advancement. Through uninterrupted appraisal utilizing AfL, the digest of a elaborate and individualized profile for each kid is built utilizing the AF Levels appraisal guideline grids. These records allow instructors to understand their students ‘ acquisition demands, and place any spreads in their instruction that may hold arisen, and so leting for future acquisition to be planned consequently which in bend will back up schools in raising criterions of accomplishment. APP is most effectual when it draws on a wide scope of grounds that shows what students can make independently and is in peculiar really effectual when measuring students with English as a 2nd linguistic communication. ( Q11, Q13, Q19, Q26b ) ,Appraisal demandsIt is a school ‘s statutory duty through APP to measure all students against 1999 Programme of Study and Attainment Targets, as stated by the Qualifications and Curriculum Development Agency ( QCDA ) and adhering to the standards set out in the National Curriculum, with the intents of estimating all kids locally and nationally against the Government set established nati onal marks ( degrees and bomber degrees ) in their acquisition patterned advance through their school life. The information is collected locally and nationally to determine the overall public presentation of a school in conformity with the expected degrees of accomplishment for their age. A secure cognition of the national appraisal demands will assist instructors plan their lessons and fix scholars good for public scrutinies and makings. ( Q11 )Tracking and BenchmarkingThe school may implement its ain trailing system. Teachers sporadically review aggregations of students ‘ work, frequently in coaction with co-workers, to construct a record of their accomplishments and leting for an appraisal of the overall national course of study degree the kid is working at. Children are rated ‘low ‘ , ‘secure ‘ or high within each national course of study degree. Benchmarking is the term given to the procedure of mensurating criterions of existent public presentation against those achieved by others with loosely similar features, designation of best pattern and the chance to larn from those better executing schools can be identified, to raise the criterions of accomplishment of a school and originate more informed whole-school and student mark puting. ( Q13 )Appraisal in Berridge Junior SchoolAt the terminal of each cardinal phase, Berridge submits their teacher appraisal informations consequences of the national course of study appraisals to their Local Authority ( LA ) and to the authorities. The entry of these, including P graduated table informations via an Assessment of Reporting Arrangement ( ARA ) or a Teacher Assessment of Reporting Arrangement ( TARA ) ( QCDA 2010 ) at KS3 is a statutory demand. APP has late been introduced and rolled out across the whole school after instructor and TA preparation from February of this twelvemonth. U sing strict appraisal informations to track student advancement, and curricular marks, based on the aims in the Primary Framework for learning ( 2010 ) which are logged via the School Information Management System ( SIMS ) ( 2010 ) system, Berridge is able to place countries for whole-school betterment. An Annual Performance Review ( APR ) allows for in- depth analysis of advancement. Since take parting in the Local Authority ‘s School Improvement Partner ( SIP ) Programme ( 2007 ) the school has consolidated and enhanced their monitoring and rating. Although, due to the demographics of the school and high proportion of EAL students, course of study degrees are lower than the national norm. However the school ‘s ‘contextual value added ‘ ( CVA ) mark, which statistically assesses how effectual the school is through mensurating pupil advancement and trial and scrutiny consequences, indicates that the school is executing highly good. Introduced in 2007, the age -related course of study marks have been used to piece a school development program and the benefits are already highly clear. All students are tested and assessed, prior to aim grouping for English and Maths in KS2. Parents are informed of pupil advancement via termly parents ‘ eventides, reading journals and one-year written studies.DecisionIn decision the above treatment has demonstrated the cardinal characteristics of appraisal and reflected on the deductions of formative and summational appraisal in schools today. I have demonstrated how AfL, APP, ego and peer appraisal, planning, benchmarking, tracking and assessment demands impact on a instructor ‘s function in school and crucially her duty towards her students ‘ acquisition success through secure course of study cognition, effectual teaching method, planning and modified be aftering to run into any given success standards within the National Curriculum. For me, the strengths in assessment prevarication in schools being able to place advancement and more crucially, countries for betterment, rapidly and briefly as I have seen to great consequence in my arrangement school where the AF Levels are accessed via ‘I can ‘ statements for child user-friendliness and lucidity. AfL is seen by many as a tool for educational reform and addresses the supposed ruins of the SATs trials. Using elaborate descriptions of state of affairss or public presentation, appraisal can nevertheless be subjective, but in the custodies of an experient instructor it can be an highly valuable tool. The failings in appraisal in my sentiment prevarication steadfastly at the pess of the controversial SATs and League Tables and the force per unit area they place on schools to execute, and although my placement school boycotted the Year 6 SATs trials last twelvemonth, they opt to take ‘optional ‘ Saturday trials at the terminal of every school twelvemonth in old ages 3,4 and 5 in an effort to fix their students good for the inevitable. It could be argued that the increased burden put on regulated formalised proving within the school course of study has led to a failure to measure important larning results and led to pupils non being given the chance to pattern their higher-order thought accomplishments. Of class, the inquiry remains, in the visible radiation of recent authorities alteration, the deductions on instructors ‘ prioritisation of curricular coverage and their clip when prolonging a system which runs both SATs testing and APP at the same time.

BRIC Countries

While the United States and Japan still remains as an economic powerhouse, countries like Brazil, Russia, India, and China, collectively known as the BRIC countries, are seemingly headed for that same route. According to a thesis published by Goldman Sachs Investment Bank, the economy of these four countries are slowly improving and is likely to surpass the existing developed countries in the world by 2050.Aside from these four, there are other emerging markets namely BRIMC (including Mexico), BRICS (with South Africa), BRICA (the four countries and Arab nations like Saudi Arabia, Kuwait, UAE, Qatar, and Bahrain), and BICET( with Eastern Europe as well as Turkey)(Prado, 2008). The Global Outlook Jim O’Neill, who was the economist who proposed the thesis, forecasted that come 2050, the BRIC countries would have constituted more than 39 percent of world population and generated a collective GDP of $15.43 trillion. At present, they only account for 15 percent of the world’ s gross national product (GNP) compared to that of the six industrialized economies of the US, Germany, Japan, France, Italy, and Britain. However, it is predicted that despite their growing population, the BRIC countries would overtake these countries and become the leading countries as far as increasing growth and spending ability is concerned(Prado, 2008). BRIC Countries 4Although not regarded as a political alliance (like the EU) or formal trading blocs such as the ASEAN, the BRIC countries have made great strides in strengthening their cooperation, in order to influence the stand of the United States on major trade treaties, such as the proposed nuclear partnership with India(Prado, 2008). Despite of their cultural and political variations, the BRIC countries have shifted their political system in order to be globally competitive in a capitalist world(Prado, 2008). A Second Goldman Sachs Report In 2004, Goldman Sachs published a follow-up to its first BRIC research.In the secon d report, it was found out that people who have a yearly income of more than the $3,000 threshold will be twice as much in a span of three years and 800 million in ten years. This shows that there is huge increase in the amount of middle class in these states. By 2025, according to the second report, the number of people with an income of more than $15,000 would surpass the 200 million mark(Prado, 2008). However, the follow-up report likewise indicated that despite the shift in the economic growth, the average income in developed countries will remain higher compared to those in the BRIC countries(Prado, 2008).Responding To The Development A report released by PriceWaterhouse Coopers believes that investors must now set their sights on the BRIC countries as it presents a bright future for growth potentials. Economic growth has shifted from the United States and Europe to emerging countries BRIC Countries 5 like China and India. This was based from an observation by John Hawskworth, chief of the macroeconomics division of PricewaterhouseCoopers(Gorringe, 2008). According to forecasts, China would emerge as the biggest economy by 2025 replacing the United States and sustain their growth to 130% come 2050.Similarly, the economy of India would surpass that of the US by 90% in 2050. Brazil will move to number four dislodging Japan. Russia, along with Mexico and Indonesia, may become larger than the economy of Germany and the United Kingdom(Gorringe, 2008). It is worth mentioning that other emerging economies have been included in the list of Pricewaterhouse Coopers as potential growth areas. Among them are Vietnam, Nigeria, Bangladesh, Egypt, Philippines, and Turkey. Vietnam, in particular, has shown tremendous economic growth at 10% per annum.Come 2050, its economy would be 70% larger than the United Kingdom(Gorringe, 2008). Among the BRIC countries, China and India have shown the most significant improvement in terms of their economy. Although their population is over 1 billion, Chinese and Indian economy have grown rapidly. For China, the growth rate is at 10 percent per annum since 1980. India, for its part, registered a 9% growth in its economy in 2006. The combined output of the two countries went up from 6. 7% to 21. 3% from 1980 to 2005.According to predictions, world economy will be focused on China in the year 2015 and India by 2030(Gorringe, 2008). BRIC Countries 6 Over the years, the United States have become the major trading partner of both developed and developing countries. However, this is no longer the case, as many countries have now realized the potential that the BRIC countries have as a region of growth. For instance, the United States have long dominated the scrap market industry, but now China has become a major competitor in the manufacture and distribution of recyclable materials.India, likewise, is a new alternative as far as the scrap market is concerned(Sandoval, 2005). On the other hand, Russia and Brazil have be come a major source of raw materials. The significance of the BRIC partnership is that China and India can source their raw materials from Russia and Brazil(Prado, 2008). Although the economy of Brazil is still dependent on the United States, its local currency is doing well. In fact, during the past years, it has outperformed even the Euro(Mason, 2008). Conclusion Gone are the days when the United States dominated world economy.With emerging economies such as the BRIC, the time will come when the playing field as far as global economy is concerned will become level, with each country having their own share of economic growth. Pretty soon, the United States will eventually have to learn how to trade with other countries all over again. The emergence of the BRIC countries is a clear sign that potential growth is no longer concentrated on developed countries and that the balance of economy is veering away towards developing nations outside of North America and Europe.BRIC Countries 7 References Bustelo, P. The Economic Rise of China and India and its Implications for Spain. Real Instituto Elcano. 2007 August 8. Retrieved June 30 2008 from http://www. realinstitutoelcano. org/wps/portal/rielcano_in/Content? WCM_GLOBAL_CONTEXT=/Elcano_in/Zonas_in/DT+31-2007 Gorringe, J. Investors Should Look Beyond BRIC Countries, Says PwC. Law and Tax-News. com. 2008 March 10. Retrieved from http://www. lawandtax-news. com/asp/story. asp? storyname=30242 Mason, J. BRIC Is For Real. Seeking Alpha.2008 May 19. Retrieved June 30 2008 from http://seekingalpha. com/article/77727-bric-is-for-real Prado, T. The BRIC Thesis. What About Brazil. com. 2008 March 20. Retrieved June 30 2008 from http://www. whataboutbrazil. com/the-bric-thesis/ Sandoval, D. Shrinking World: The Growth of the BRIC Countries Is Making The World A Smaller Place(Brazil, Russia, India, and China). 2005 September 1. Retrieved June 30 2008 from http://goliath. ecnext. com/coms2/gi_0199-4753169/Shrinking-world-the-gr owth-of. html

Amy Chua

Amy Chua, from the very beginning dives into her thesis, which she argues from the introduction continued all through part one of â€Å" Day of Empire† and without a doubt, throughout the entire book. Chua’s clear, distinctive thesis can be condensed into two main points. To begin with, she explains how for every society that has been allowed to be called a hyperpower have been – at the time, considered to be â€Å"tolerant†. In every instance to achieve supremacy, every hyperpower had to enclose a certain quantity of tolerance, the extent of freedom that an individual has to prosper in all aspects of their life, ranging from religious, cultural, linguistic, to conversing with people of different upbringings. Tolerance is suggested as the prerequisite for global domination. However, conversely she also indicates that intolerance has been shown as the reason for the downfall of a hyperpower or a result of the demise. The second concept she introduces in her thesis is the idea of a great nation to become a hyperpower, they must have â€Å"glue† that binds, and embraces them together. Critics argue that modern America is in the first stages of losing its identity, with nonchalant laws of immigration, granting just about every immigrant into the states. Chua acknowledges to some degree that, hyperpowers that have fallen as a causality of lost identity, however this reverts back to her first notion. When the population succumbs to disjunction, it’s most likely the repercussion of intolerance within the nation. In the case on point, America’s â€Å"glue† problem lies outside of its borders. America is seen across the world as an icon, however it does nothing to enforce its image or bring together the other nations that follow in its footsteps. Amy Chua’s thesis from the get-go helps to depict the tone, and attitude of the rest of this novel.

Business organisations Essay Example | Topics and Well Written Essays - 1250 words

Business organisations - Essay Example Due to its corporate nature, like a structure of a company; some provisions of Partnership Act 1890 are not applicable to an LLP. Characteristics of Limited Liability Partnership Incorporation At least two people are required to form a Limited Liability Partnership. The Limited Liability Partnership is a legal personality (Law society, 2007).They associate for the purpose of doing a lawful commercial activity with a view to earn profit. To become a legal person, the members of Limited Liability Partnership are required to provide their names to a document called an â€Å"incorporation document†. In this document, name of Limited Liability Partnership, location and address of registered office, names and addresses of minimum two members must be mentioned in the incorporation document. After completing all these necessary legal requirements, the incorporation document must be sent to the registrar. Additionally, a declaration of compliance that Limited Liability Partnership sati sfies the requirements of the Limited Liability Partnership Act 2000, should be sent to the registrar. Upon receiving the incorporation document, the registrar will ensure that all legal requirements are satisfied. After ensuring that, the registrar will issue a certificate of incorporation. ... The members of partnership can decide the rights and duties of members by mutual consent and agreement. In case, the members are unable to agree on rights and duties, then, the partnership will be governed by Limited Liability Partnership Regulations 2001 (Corporate and Business Law UK). Also, each member acts as an agent of the Limited Liability Partnership. Name The incorporation document must include the name of Limited Liability Partnership. The name must end with â€Å"Limited Liability Partnership, or llp or LLP†. Liability for Debts The liability of a member of a Limited Liability Partnership is limited to the capital contribution (Duntop). If the Limited Liability Partnership goes into liquidation, and the liquidation creates debts that are required to be paid by the members of the Limited Liability Partnership, then, the liability of the members of the Limited Liability Partnership shall be restricted or limited to the capital contribution provided by the members. Als o, the members are not under any legal requirement to contribute a specified amount for the creation of a Limited Liability Partnership. This right is given to the members that they themselves decide the amount for capital contribution. Additionally, the members are allowed to withdraw their capital contribution anytime. The law has authorised the members take and implement this decision. Benefits of Limited Liability Partnership The provision of limited liability This is a significant benefit of Limited Liability Partnership. In the standard partnership, the members have unlimited liability. This means in case of liquidation, the members of standard partnership are required to

Nordstrom Retail Service Strategy Assignment Example | Topics and Well Written Essays - 1250 words

Nordstrom Retail Service Strategy - Assignment Example Customers will start talking favorably about the company only when they feel they are given importance and showered attention by the sales staff. So, Nordstrom meticulously ensures that each customer feels important and leaves the store fully satisfied, unlike some other chains stores that focus only increasing turnover without spending much effort on pampering customers. Product assortment: Whether it was shoes which it initially sold or later on apparels which it started selling later, Nordstrom ensures availability of full range of sizes and a wide variety of designs for the customers to choose from. In this way, the possibility that a customer will end up buying something or the other increase manifold. This also means that a customer entering a Nordstrom store will feel assured that there would perhaps be no need to hop from one shop to the other in search of the desired product. All national level chain stores, however, also try to ensure considerable depth and breadth in product types they retail so this is not something that is unique about Nordstrom. Price: While some retailers opt for the discount route to attract customers, others try to project their exclusivity by maintaining high prices. Nordstrom instead fixes its prices in such a manner that convinces each customer that the product they buy is worth its price. This generates a sense of reliability and honesty that goes a long way to enhance its reputation. The company clears its unsold stocks at discounted prices through a separate chain known as Nordstrom Rack Clearance Stores and also has one final clearance store called Last Chance.

#10 El Nino Essay Example | Topics and Well Written Essays - 500 words

#10 El Nino - Essay Example In normal years, ocean current flows to the north towards the Equator down the western coast of South America. The water on the ocean surface was being drawn away from the continent and to be replaced by cold nutrient-rich water pushed upwards from the ocean depth. This process is known as upwelling. During this season, a good harvest is being anticipated by fishermen of the area. Further, colder weather is experienced by the people living in this area since the ocean surface is cold during this time. During El Nià ±o year, the warm pool of water flows eastward until it spreads in the entire Pacific Ocean. For this reason, the cool water of the South American coast is replaced by warmer waters, thus weakening the upwelling process (Trenberth 1997). In effect, the surface of the sea temperature rises beyond the normal range. This occurrence means heavy rainfall and eventual flooding in some South American countries and drought and very dry season in Indonesia, Australia, the Philippines, Papua New Guinea, and Northeastern South America with altered patterns of tropical storms in the tropical belt (Enfield n.d.). Global warming is also a great contributor to this kind of phenomena. The coastal warming is being associated with a more widespread irregular ocean warming to the International Dateline and it is this Pacific basin-wide phenomenon that forms the link with strange global climate patterns. This component joined to El Nià ±o is called the Southern Oscillation (Trenberth 1997). ENSO (El Nino-Southern Oscillation) is the phenomenon where the atmosphere and ocean collaborates together. The El Nino phenomenon is the warm phase of ENSO, and its opposite, La Nià ±a, the occurrence where cooling of the tropical Pacific takes place corresponds to the cold phase of ENSO. The El Nià ±o, or ENSO for scientists, can be considered as a normal occurrence based on nature patterns studied by some scientists. But still, it greatly affects global climate

Compare and contrast 2 theoretical accounts of developmental dyslexia Essay

Compare and contrast 2 theoretical accounts of developmental dyslexia - Essay Example The distinguishing traits of the condition include reading and writing difficulties. It is surmised that it spawns from sensory dysfunctions, and these have been thoroughly backed up by empirical research. However, the definitive cause of the condition is yet to be determined (Coleman, 2002). The disorder has frequently been hypothesized to be the result of various sensory malfunctions. After years of research, it has been indicated that dyslexia also has visual and writing aspects, making it a learning disability that debilitates optimized performance (Francks et al, 2002). This essay aims to compare the two theories of dyslexia at the biological, cognitive and behavioral levels. However, before undertaking this comparison, it is important to lay down the different theories that explain this condition. These are the phonological, the magnocellular (auditory and visual) and the cerebellar theories (Ramus et al, 2002). I shall attempt to compare the phonological and cerebellar theories of dyslexia. Ramus et al (2002) undertook a multiple case study to evaluate the key theories explaining the origin of dyslexia. The sample of the study was composed of 16 university students for the control group. They were given various tests to gauge dyslexic traits. The outcomes suggest that majority of the respondents had a phonological deficit and that this was enough cause for them to have dyslexia. That is, in contrast with the cerebellar theory that has auditory and visual deficits as requisites to dyslexia, the study points out that the presence of a phonological deficit alone defines the condition. The presence of auditory deficits only worsens the condition, but are not necessarily required for having dyslexia. These deficits result in â€Å"literacy impairments.† Moreover, the study did not reinforce that motor deficiencies are rooted on the cerebellum (Ramus et al, 2002). At the biological and cognitive levels, the phonological deficit theory

Journal Essay Example | Topics and Well Written Essays - 500 words - 29

Journal - Essay Example This bare feeling is enhanced by short, austere sentences which contrast the more extravagant role of a movie star. The syntax of this passage highlights the fact that despite of her being tough and practical, she still faces challenging circumstances, especially given that she feels betrayed by her husband due to the affair. The parallel structure and repetition which all begin with â€Å"She† stresses her despair, loneliness, pain and suffering as the two people she considers important to her life are not there for her. By placing â€Å"Try to smile proudly† in its own paragraph, Moore emphasizes the importance of her to rise above her present predicament and focus on the opportunity she has, and this establishes her as the primary focus of the story, as the paragraph marks the transition from her description of the babysitting jobs so as to compare it with being a child psychologists. â€Å"Why write? Where does writing come from? These are questions to ask you. They are like: Where does dust come from? Or Why is there war? Or: If there’s a God, then why is my brother now a cripple?† (1019). The purpose of these rhetorical questions is not to obtain a response, but to assert the implicitly. They serve the subtle means of insinuating the notion of why the author wants the readers to be writers, and which might be challenged by the readers when asserted directly. â€Å"†¦it will be about monomania and the fish-eat-fish world of life insurance in Rochester, New York. The first line will be â€Å"Call me Fishmeal† and it will feature a menopausal suburban husband named Richard, who because he is so depressed all the times is called â€Å"Mopey Dick† by his witty wife†¦Lets go out and get a big beer†(1019). This passage underscores Moore’s sense of humor and it accentuates some chilling, private revelations that give rise

Intro to film Essay Example | Topics and Well Written Essays - 250 words

Intro to film - Essay Example The film has massive usage of heroic characters. The film producer used such characters for thematic and interest purpose. The film technique or usage of heroic lead characters, demonstrates the change from communist ideology to multiculturalism. A significant memory-image in the film â€Å"How Green Was My Valley Says That† occurs in the last scene of the film. In this scene, Morgan’s family is having supper as they reflect the happy moments that they spent together. The scene is also crowned by a crescendo of the film’s theme song and voices of the Morgan’s family members. A scene whereby, Angharad watch Huw and Gruffyd as they disappear into the blooming flowers on the hillside follows. The battleship Potemkin belongs to the Montage movement. This movement began in 1924 and lasted until 1930. The explicit explanation of Russian history was the main characteristic of films produced under this movement. The strong political message and soviet philosophy in the film is the main characteristic that identifies it as a montage movement’s

Network design Coursework Example | Topics and Well Written Essays - 1500 words

Network design - Coursework Example The following is an analysis of the new network design solution for the Storage and Logistics Company: BACKGROUND DESCRIPTION Scenario: The business scenario of this analysis is based on a storage and logistics company located in London. The company has twenty vans that make deliveries in the Greater London area. The company also has one warehouse located directly outside of London. In this case the company goal is to offer temporary storage and delivery to customers with the best quality of service. Company Profile: The Storage and Logistics Company is a warehousing and delivery corporation located in London. This corporation was first established in 1932. It manages the flow of goods and information for several prominent clients. The company has eight warehouse locations including seven in the surrounding Greater London area and one located directly outside of London. The current warehouse borough locations are Harrow, Hounslow, Kensington and Chelsea, Waltham Forest, Sutton, Lewis ham, and Barking and Dagenham. The United Kingdom location is Sunbury. The company operates on a mid-sized level employing four-thousand, five hundred employees corporation wide. Of these five employ three delivery vans, two employ two, and one employs one. Competition Evaluation: Based on what information will go into this case the United Parcel Service and Federal Express could initially be competitors for this company. These companies employ the same geographical techniques that will be employed by the Storage and Logistics Company. REQUIREMENT ANALYSIS Currently, storage and logistics companies need to establish a system that is of low cost. These systems also need to allow the company to expand with the growth of demand. The information technology (IT) system that the company uses should possess the following qualities as directly cited by the IDC (2006: 1): 1. Simple and scalable solutions for painless and low cost storage consolidation that also accommodates the performance r equirements of diverse application. 2. Intelligent storage solutions that enhance the reliability and pace of data migration and data protection across multiple tiers of storage. 3. Storage management systems that boost IT staff efficiency and reduce the time required for administrators to configure and manage expanding storage assets. These strategies toward technologies will allow the client to grow at any desirable rate by while being able to manage large and complex accounts. An upgrade in technology will enable the company to track and deliver the desired accurate information for the client at better than acceptable speeds. Competitiveness from this aspect will be unmatched due to efficient and reliable transportation of data. NETWORK ARCHITECTURE AND DESIGN For the purposes of the intended company functions, several implementations should be made on all tiers. These implementations should be established in order to centralize all company data and extend the reach of all compan y departments. The following are the suggested IT upgrades for the Storage and Logistics Company: 1. A wireless scanners and data input systems should be implemented in all storage facilities. 2. A Delivery Information Acquisition device (DIAD) IV should be implemented into all delivery vans. 3. An online transaction processing system (OLTP) should be arranged for the new IT system. 4. An Extended Enterprise Resource Planning System (ERP) should be integrated into the company’

Dissertation Proposal Essay Example for Free

Dissertation Proposal Essay With the current day international business scenario being marked by severe competition, escalating inflation, different cost manufacturing locations, rapid technological transition and the surfacing of fresh markets in the developing economies, business firms view the realisation of economic and superior quality operational ability to be critical to the obtaining of international competitive superiority. Competitive advantage feel is achieved through the ability of utilising the particular faculties and chief capabilities of business firms and in swiftly responding to client needs and customer ideas, rather than from differentiating marketplace offerings or in accomplishing cost and quality control (Gerber Lankshear, 2000). Viewed in a broader angle, marketplace superiority comes about from the facility of the organisation to transform business abilities and manufacturing expertise into fundamental competencies that allow and empower corporations to bend, adjust and modify behaviour to exploit fresh business opportunities and dynamic conditions (Gerber Lankshear, 2000). Corporate leaderships are increasingly viewing the efficient utilisation of human resources to be fundamental to the accomplishment of business success (Kozlowski Others, 1997). As opposed to the long-established stress on technically empowering and concrete assets, such as factories and machinery, business leaders are evermore accepting that firms can obtain distinguishing strengths and capabilities through soft methods like robustly distinct and workforce empowering working environments, work oriented management systems, and well developed employee abilities (Kozlowski Others, 1997). Business superiority, experts argue, can be assisted and enhanced with a better skill employee force that allows firms to react to market needs concerning costs, quality, product features, and other issues. Much of the challenges faced by HRM practitioners arise from the evolution of workforce members, who in recent years have assumed vital roles in contemporary organisations that typically operate in fast globalising, technologically transforming, and essentially knowledge dominated environments. With employees being recognised as key to organisational success, the task of utilising their capabilities for furthering organisational goals has never been more complex and demanding (Kozlowski Others, 1997). The provisioning of training is considered to be essential for employee development. Whilst training has long been recognised as an important tool for improving employee ability and productivity, recent developments, more specifically the growth of the knowledge economy, technological advances, and sharply increased competition have reinforced its need for the achievement of competitive advantage, leading most progressive companies to develop and implement sophisticated training and retraining programmes for their employees. â€Å"The significance and value of training has long been recognized. Consider the popular and often repeated quotation, â€Å"Give a person a fish and you feed him for a day. Teach a person to fish and you feed him for a lifetime. † This simple but profound saying is attributed to the wisdom of Confucius who lived in the 5th century BC. Given today’s business climate and the exponential growth in technology with its effect on the economy and society at large, the need for training is more pronounced than ever. † (Danziger Dunkle, 2005) Much of the training for new employees in the current environment consists of emphasising the importance of technology, motivating them to use it to their advantage, and making them conversant and familiar with new technologies like computers, websites, and online supply chain, sales and customer relationship management. 2. Aims and Objectives The Aims and Objectives of the proposal are thus finalised as follows: Aim: To investigate the effectiveness of training in motivating employees to learn and use modern technology Objectives: 1. To ascertain the organisational and individual benefits from imparting training to employees in areas of computers, Internet and online applications 2. To ascertain the modes of training used by companies to improve the knowledge and skills of their employees 3. To ascertain employee attitudes towards training 4. To investigate into the reasons for positive and negative employee attitudes towards new technology in areas of computers, Internet and on-line applications. 3. Literature Review The Importance of Training Management experts are in current times constantly emphasising on the importance of employee strength, calibre, and potential, for the achievement of business and profitability objectives. Marking a radical departure from the past when greater importance was placed on tangible assets like land, plant, and capital, modern managers think of employee strength to be the fundamental attribute of a business organisation (King, Others, 2001). Whilst management practitioners continue to be ambivalent towards the applicability of different HR theories like those espoused by the Harvard and Michigan schools, the Best Fit and Best Practice theories, and the Guest and Storey models, all experts are unanimous in their advocacy of the need for high quality training in today’s fast changing business scenario (King, Others, 2001). Training, in its most basic form can be labelled as an action that alters people’s behaviour. Whilst improvement of productivity is often termed the chief reason for imparting training, it is but one of its many advantages. Training is necessary not just for augmentation of productivity but also to inspire and encourage workers by informing them of the importance of their functions and empowering them to operate efficiently (Danziger Dunkle, 2005). â€Å"The general benefits available from training are listed below: †¢ increased job satisfaction and morale †¢ increased motivation †¢ increased efficiencies in processes, resulting in financial gain †¢ increased capacity to adopt new technologies and methods †¢ increased innovation in strategies and products †¢ reduced employee turnover† (Danziger Dunkle, 2005) The fundamental aim of training is to help organisations in achieving their objectives by adding value to their key resource, namely their employees. Developing employee competencies, helping people to grow and fulfil greater responsibilities, and reducing the on-job learning time of employees, training provides immense benefits to both individuals and organisations and helps by developing individual, team, group, and organisational competencies, reducing learning costs, improving operational efficiencies and attracting superior talent (King, Others, 2001). It increases employee commitment, helps in managing change, leads to a positive organisational culture, and helps in increasing levels of customer service (King, Others, 2001). Much of the need for high quality and evolving training programmes arises from the needs of modern businesses to cope satisfactorily with changing customer needs, technological advances, introduction of new products, and evolution in working methods. The success of legendary companies like Toyota (in the automobile industry), the Ritz Carlton, (in the hospitality industry) and FedEx (in the courier business) is attributed in substantial part to the quality of their training programmes and their corporate commitment to training (Statt, 2000). With many companies paying lip service to training during boom times, only to slash training budgets at the first sign of economic downturn, training programmes, experts feel, need to be carried out consistently in order to be successful. Whilst satisfaction of training needs are far more important today than in the past because of competitive pressures for enhancement of employee efficiency, business productivity and competitive advantage, much of the training effort in modern day organisations is expended purely because of the need to keep old and new employees abreast of technological changes and developments (Statt, 2000). Technological change is now impacting every area of business life. Although rapid technological change in the past was associated with a few industries like automobiles, pharmaceuticals and computers, its impact today is far more pervasive and far-reaching, affecting a wide spectrum of manufacturing and services in businesses as diverse as hotels, restaurants, travel agents, call centres, banks, insurance companies, BPOs, and retail shops (Statt, 2000). For many small and medium businesses all over the world, technological and operational change has been driven by increasing use of computers, advances in software, and the Internet for online applications (Driscoll, 1999). Such is the pervasive nature of computers in today’s business environment that an employee workforce without competence in the area could severely restrict the operational capabilities and competitive advantage of business firms (Driscoll, 1999). This requirement has also created a need for training in computers and has moreover spawned a huge training industry. â€Å"Interest in Information Technology (IT) education grows daily due to the pervasive influence of computing and knowledge technologies. Knowledge options include training, formal education, certification, books, Internet, etc. indeed many show interest in training as more career opportunities crop up in IT. The flexibility provided by training is certainly a major factor in this regard. † (Awe, 2008) Training methods and barriers The scope and quality of workplace training in computing skills has expanded exponentially in the course of the last two decades. â€Å"Virtually all modern organizations accept that a well-trained workforce is a critical success factor. American organizations spend more than $62 billion per year on formal training of their employees. It is impossible to estimate the full costs of the additional informal training that occurs. Ability to use information and communication technologies (ICTs) is among the most important skills that many employees need. Yet there is more speculation than wellgrounded, factual knowledge about the kinds of training regarding work-related computing to which most employees are exposed. † (Danziger Dunkle, 2005) Very much a specialised function, organisational training is provided by trained in-house or external personnel. Whilst it is normal for large organisations to have their own training departments, most medium and small organisations handle their training requirements through external trainers. Training can also be distinguished on a number of facets, two of them being the degree to which there is interaction and collaboration with others and the extent of its formality. â€Å"Training for work-related computing comes in a variety of forms, ranging from formal, scheduled classroom instruction to spur-of-the-moment sessions with a co-worker to self-based trial and error efforts. Both organizations and individual workers make choices regarding the selection of training methods. † (Danziger Dunkle, 2005) Whilst there are various methods of training, they can be divided into two basic groups, cognitive and behavioural. Trainers, as such, need to take account of the advantages and disadvantages of the two methods, as also their impact on trainees keeping their previous background and skills in mind (King, Others, 2001). Cognitive methods are used to provide theoretical training; they are associated with achieving changes in knowledge and attitudes through the use of lectures, demonstrations, discussions, and computer based training (King, Others, 2001). Behavioural methods on the other hand are more suited for provisioning of practical training. Ideally suited for skill development the behavioural approach allows the trainee to behave as required through a combination of games, simulations, case studies, and role plays (King, Others, 2001). The method by which training is provided also depends upon the requirements of the organisation, the employees who are to be trained, and upon the activities and tasks that are involved (Wentland, 2003). The training method chosen should as such be structured to suit the target addressees, the substance, the business setting, and the training and education objective (Wentland, 2003). The optimum method should motivate trainees to become skilled, assist them to get ready for learning, allow the students to use and practice what they imbibe, help trainees absorb and pass on what they have come to know, and combine performance with other expertise (Wentland, 2003). Management Development Methods are more futuristic in nature and deal with education. Divided into two broad segments on-the-job and off-the-job, managerial abilities are developed through coaching, mentoring, job rotation, and job instruction techniques, (on-the-job), and sensitivity training, transactional analysis, and simulation (off-the-job) exercises (Wentland, 2003). A number of barriers to the imparting of appropriate and high quality training still remain, despite the widespread understanding of its need, as also its rapid evolution in recent years (Ndahi Gupta, 2000). Most such barriers arise from management attitudes and approaches, with some company leaderships still viewing training as an avoidable luxury. Training also suffers because of lack of suitable training provision, financial implications and the fear of work disruption (Ndahi Gupta, 2000). On occasions managements face training challenges because of lack of suitable courses, indecisiveness on whom to train, the lack of workers to fill up when employees go on training and similar other issues (Ndahi Gupta, 2000). 4. Methodological Approach Taking account of the aims and objectives of the research assignment, along with the information obtained in the course of the literature review, the research questions are determined as under: †¢ What are the benefits likely to accrue to companies and individuals from training programmes? †¢ What are the most important hurdles to successful imparting of training? †¢ How can barriers to training be overcome, especially in the context of modern skill requirements in areas of computers and the Internet? Whilst the review of literature has provided significant extant material on training issues in business, the dissertation also calls for analysis of primary information from actual responses and cross validating them with the inferences reached from the literature review. There being two broad methods for analysis of primary information, namely qualitative and quantitative, the actual methodological approach will depend upon the research situation, and the aims and objectives of the dissertation proposal. Quantitative methods are by and large used for research into the opinions and tastes of large populations and depend upon the use of tools like questionnaire based surveys, phone surveys, and email responses. There is little interaction between surveyors and respondents and corrective elements need to be built into the survey sheets and the statistical analysis methods. Qualitative methods are however used where the research is of a more subjective and interpretative nature and where answers are sought to â€Å"what†, â€Å"how† and â€Å"why† questions, and are thus more suitable for this dissertation (Darlington Scott, 2002). The advantages of qualitative research often prevail over the risk of missing the population or audience. â€Å"It has a lower cost, is faster, and has an opportunity for more in depth analysis† (Darlington Scott, 2002, p 27). It is also more realistic and creates superior privacy and accurateness. The research fashions an enhanced recognition of results and data from complete small populations can be obtained through its usage (Darlington Scott, 2002). It is proposed to get qualitative information from a company â€Å"X† based in Saudi Arabia. , engaged in the distribution of newspapers, journals, and magazines. Headquartered at Riyadh, the company has offices in a number of in other Saudi Arabian cities, and is a large employer. It is proposed to get questionnaire based information from 15 % of the firm’s employees and conduct a detailed one to one interview with the owner of the company. The questionnaires will also need to be designed with care incorporating cross validating questions to weed out contradictions.

Is the Ecological Crisis the Human Rights Concern of the Century Essay Example for Free

Is the Ecological Crisis the Human Rights Concern of the Century Essay The ecological crisis has now become an important topic throughout the years. Even so, toward the end of the last century, the issues of such crises became a focal talking point of governments, international organisations and scholars. This most likely is, as Leigh (2005) discusses, an increasing acceptance that such ecological disasters affecting mankind has been one of â€Å"the most critical turning points† that the world has ever encountered. Such crises are experienced when our environment is modified in ways which undermine our continued existence. As the environment and its ecosystems are in a constant state of being damaged, its quality is vastly ruined and this has major effects on the lives that are dependent on it. Magdoff and Foster (2011) suggest that for the ecological crisis to be understood, it must be looked at in the sense of the boundaries of the planet. They go on to indicate that ultimately the Earth has several thresholds which it must remain in in order to preserve the gentle conditions that the Earth has experienced in the past century. These thresholds include loss of biodiversity, climate change, a depleting ozone layer, world-wide freshwater and chemical pollution. Unfortunately, the planet has already passed two of these, including loss of biodiversity and climate change due to our damaging activities that cause environmental disparities. Until recently, the ecological crisis and its subsequent effects have been discussed mainly in the scientific disciplines as merely an environmental issue. It has also been made into an economic concern. However, it is now more than ever in the 21st century being debated and referred to as a subject for human rights. This essay seeks to examine the issue of the impact of the ecological crisis, its human rights implications, and how it has come to be considered the human rights concern of the century. The Ecological Crisis The end of the 20th century and the beginning of the 21st has seen a remarkable increase in the number of environmental catastrophes that the Earth has experienced. These disasters have not been just limited to one eographic region but they have affected nearly every single part of the planet. Some have included climate change, which in turn has been affected by the greenhouse effect and gases ; the advent of peak oil; loss of biodiversity and therefore diminished quantities and quality of food supplies; plus deforestation, chemical pollution and oil spills. These in turn have had a knock-on effect on the way of living for man and caused such issues as rising sea levels, floods, reduced food resources, droughts, and polluted air and water supply. As mentioned, the Earth’s threshold for climate change and biodiversity loss has been passed and this has already been causing irreparable harm to the planet’s ecosystems and the environment. It is still possible, however, to stop such effects from permanent harm to the environment, which is why the ecological crisis has become such an important matter for discussion today. Climate Change â€Å"Of all the environmental issues that have emerged in the past decades, global climate change has been the most serious and most difficult to manage† (Dessler and Parson, 2006). Like with the above quote, it is thought by many scientists and scholars that climate change is and will be the biggest threat to the environment mainly because of its potential to bring about such brutal destruction. Oxfam International (2008) stated that some of the 23 richest countries in the world (comprising Canada, Australia and USA) where just fourteen percent of the entire world population inhabits, produced almost sixty percent of the planet’s carbon emissions since the 1800s. The Earth’s climate is changing. In fact, it has always been varying from time to time. However, the degree of change is now the big worry. The Great Warming (2006) defines climate change as an alteration in the â€Å"long-term climate† of a particular area. It is further stated that humans contribute to this climate change by discharging greenhouse gases and sprays up into the atmosphere while also modifying the land we live on. Dessler and Parson (2006) debate the forecasts for climate change in the 21st century are more or less unclear, nonetheless, this uncertainty can work either way in that the climate may increase or decrease. The prospect of such unknowns makes this question a lot graver. Many of the activities that individuals carry out on a daily basis has contributed significantly to the greenhouse effect, the depletion of the ozone layer, and therefore climate change. As The Great Warming (2006) put it, the inhabitants of the Earth are constantly burning fossil fuels for heating of houses, for production of electricity and to run machines and vehicles. All of these activities have been adding to the warming effect on the atmosphere. The UNDP (2007) report on fighting climate change established that since the start of the industrial age, the temperature of the Earth has risen by about 0. 7 degrees Celsius and this increase seems to be speeding up with time. The report went further in determining that if a threshold of 2oC is broken, we hazard the idea of greater irreparable damage to the environment. Magdoff and Foster (2011) quotes the International Panel on Climate Change (IPCC) stating that by the end of the century in 2100, the most probable temperature increase worldwide will be in the 2. to 4. 6oC range. This, we can see, is far higher than the previously mentioned threshold of 2oC, and as the authors mention, is a major cause for concern and panic. Such drastic climate change can ultimately lead to ice caps melting, sea levels rising, droughts, forced migration of peoples, a reduction in food produce, and danger to coastal regions. This can lead to reduced health and welfare of the population while also causing serious issues with atmospheric pollution. Other forms of the Ecological Crisis Climate change has not been the only crisis the environment has faced. There has also been widespread degradation with other human-driven activities. Goodhart (2009) explains that the ecosystem has been affected by severe exhaustion of its resources. This includes deforestation which has led to erosion and land slippage and thus pushed people out of their habitat. Oils spills have been a major source of concern, according to Goodhart, which has threatened the survival of certain oceanic species that are a vital source of food for man. The ecological crisis will affect the entire world population if nothing is done to stop the effects of all these contributory factors. This has led international organisations such as the United Nations (UN) to establish various agencies and protocols that will guide international actors in dealing with the crisis. These include the IPCC, as well as the adoption of the Kyoto Protocol in 1997. The UN has also held several conferences over the years to tackle the problems including the Earth Summit in Brazil and the United Nations Framework Conference on Climate Change (UNFCCC) . As will be seen in the next section, some of these mechanisms have begun placing more emphasis on and framing the environmental issues as human rights concerns. Relationship between the Ecological Crisis and Human Rights â€Å"As the world marks the 60th anniversary of the UDHR, High Commissioner for Human Rights Navi Pillay points out that a wide range of universally recognized rights including food, life, water and adequate housing are under a direct threat as a result of climate change† (OHCHR, 2008a). The destruction of the environment and its consequent effects on humans is leading to grave human rights concerns. In its resolution on climate change, the UN Human Rights Council stated their concern for climate change posing a direct danger to communities in the world, further suggesting that this ecological crisis has consequences for the â€Å"full enjoyment of human rights† (HRC, 2008) . Framing of the issues in human rights terms has been a very useful tool for creating greater awareness of its impacts and ensuring that the subject reaches new actors and activists, ultimately influencing the process for the better. Human rights are now frequently referred to as â€Å"universal and indivisible†. For this reason, Hawkins (2010) suggests that every human being is â€Å"entitled to every basic right by virtue of their humanity†. As climate change is possibly the biggest ecological concern of late, many scholars refer to it the most when focusing on the human rights implications. However, there are still very deep human rights concerns for the other contributors to the crisis. Depledge (2007) mentioned that there are, at present, no organisations such as the UN that blatantly suggests a right to a healthy environment. Nevertheless, he proposes that the human right to health covered under the UDHR directly implies a link to the environment. This is because the way in which the environment is kept can and does affect the security of people. Therefore, we see truth in Commissioner Navi Pillay’s words in mentioning these rights. Hunter (2009,p. 7) also suggests that climate change can have an impact on the right to self-determination. One example of the effect of the crisis on this right is that of the Inuit people of Alaska who in 2005 submitted a petition to the Inter-American Commission on Human Rights suggesting that their â€Å"way of life† was being hindered by climate change which in turn influences their continued existence and culture. Climate change, if continued on its current path will increasingly raise the Earth’s temperature. This will further affect the water sources, our food, and cause major disease outbreaks. These activities are bound to result in significant human rights violations under the various charters and treaties. Firstly, the right to health will see a drastic rise of malnutrition in children. There will also be a threat of major increases in droughts and flooding around the world (Oxfam, 2008). Another right that needs to be preserved during this process is the all-important right to life and security. Article 3 of the UDHR asks for the â€Å"right to life, liberty and security of person†. These rights are in serious danger of being breached from the issues of the ecological crisis. Goodhart (2009) maintains that the depletion of environmental resources like clean water and oil has â€Å"been a cause of violent conflict in several areas around the world† and this is of extreme distress because of the occurrence of, say, peak oil. Climate change can greatly affect the security of people around the world. As a result of the rising sea levels, the increased temperature and therefore the damage to land, inhabitants of the Earth will experience more flooding, droughts and fires, heat waves and higher occurrence of storms. All of these can ultimately lead to death and an increase in numbers. Another important right affected by this crisis has been the right to food as stipulated in Article 11(1) of the ICESCR . Current trends are not a good sign for people’s right to food under this treaty. Oxfam (2008) suggests that any further warming of the planet is bound to expose fifty million more people to hunger by the year 2020. Within another 30 years in 2050, that number could vastly increase to 132 million. These are extremely high numbers that would be detrimental to the survival of many regions and populations. The Oxfam report cites the case of Africa, where land for cultivation is being reduced by climate change causing the season for growing crop to decrease thereby producing less crop for food. The International Council on Human Rights Policy (ICHRP) categorically mentions that climate change creates violations of human rights due to the constant harm that we are inflicting on the environment (ICHRP, 2008). The most serious effects of the ecological crisis will usually and unfortunately be experienced by the people whose rights and protections are currently not being respected and so occurrences like climate change, tar sands, and pollution will have a greater impact on the more disregarded populations. This includes the poor and usually indigenous peoples around the world. As Havermann (2009) put it, the indigenous peoples around the world are some of those that are most susceptible to these crises while being the ones who have the smallest responsibility for them. For example, the oil and gas expansion by multinational corporations around the world is having severe effects on climate change and the environment, leading on to issues for human rights particularly with indigenous peoples. As Karliner (1991) noted, oil and its excavation has an overwhelmingly negative effect on the economic stability of these groups. Also a huge concern, as a result, is their health which tends to suffer from these activities. The problems faced by many countries with deforestation have also been exacerbating the situation for the realisation of human rights around the world. Many of the forests are disappearing at an alarming rate. The boomerang effect is thus a reduction in the all-important biodiversity that the forests contain and that is necessary for the continued livelihood and survival of those dependent on it. This includes, according to ICHRP (2008), the over fifty million tribal inhabitants of forests around the globe who are constantly affected with their food safety harshly curtailed. If the present rates at which such deforestation and the previously mentioned rises of climate change, oil spills and pollution continue, it is thought that a majority of the rainforests on the Earth will have vanished even before the 21st century has ended. Concern of the Century? Many environmentalists and human rights defenders have framed the ecological crisis as one with a human rights dimension. This is because most see it now as a serious inhibitor to development, to the daily living of man and to fulfilling the rights that have been laid out in the various international instruments. The ecological crisis has seen a large number of environmental problems over the years and its effects are now being debated fiercely on the world stage. Some world leaders, scientists and the general population are all trying to engage in finding solutions to the problem while others still question and underestimate the gravity of the phenomenon. The issue has become a major concern, not just for the planet physically, but also in a human rights context because the ecological crisis single-handedly affects a range of different human rights as seen above. In many instances, its effects can breach more rights than some of the other current rights violators. In addition, while most abuses of human rights can generally be halted voluntarily, if these environmental problems are allowed to linger untreated then at some point in time the destruction of the environment would have become irreversible. This in turn would result in more human rights violations. As Hawkins (2010) argues, the resources of the planet are limited and so to continue with the existing trend will place humanity in peril. Also, the atmosphere cannot distinguish between the greenhouse gases that affect climate change by the region it comes from (UNDP, 2007). Climate change, for example, is non-discriminatory and unlike other rights violations being perpetrated around the world, it can affect just about anyone. This is why such a huge international human rights advocacy process has now been implemented. In a statement in 2007, UN Secretary General Ban Ki Moon referred to climate change as â€Å"the greatest emerging humanitarian challenge of our time† which is â€Å"menacing the whole human family†. As the UNFCCC acknowledged in the framework, the universal reach of the effects of climate change requires the â€Å"widest possible co-operation from all countries† (UNFCCC, 1992). It is evident that the human rights implications of the ecological crisis is a great concern for many people especially in the recent efforts by NGOs to publicise the matter, while a number of measures have been put in place by international organisations such as the UN to tackle the problems – through summits, conferences and protocols like the Kyoto protocol. In 2008, a resolution was passed by the Organisation of American States (OAS) on human rights and climate change (ICHRP, 2008). The commitments set forth in the 1997 Kyoto protocol are soon to end in 2012. Neglecting to meet these obligations will cause us to reach even closer to further crisis. In December 2011, Canada officially pulled out of its commitments to the protocol (Carrington and Vaughan, 2011). The backlash and criticism from world leaders and actors was astounding and this showed the level that the ecological crisis and its implications for human life have reached in this century. Conclusion Going forward without confronting this global challenge that is the ecological crisis with the seriousness that it deserves will result in countless human rights violations around the globe. The climate change, deforestation, oil spills and rising sea levels will cause a massive increase in the destruction of habitats, reduced water supply, island and coastal regions vanishing, and greater health concerns. These in turn are destabilizing many peoples’ rights to food, health, security, life and livelihood. It is imperative that the principles and norms of human rights are continuously applied to these crises so as to halt the irreparable destruction of the environment and the future of humankind. As noted by the UNDP (2007), the 20th century saw leadership disasters resulting in two world wars in which masses of people suffered. In this the 21st century, the destructive nature of the ecological crisis has become the new and preventable disaster.

Contribution of Schools to Child Health and Wellbeing

Contribution of Schools to Child Health and Wellbeing Critically discuss the contribution that schools can make to children’s health and wellbeing. As a society we want the best for our children to enable them to grow and develop into healthy human beings. Looking at their wellbeing gives an overview of the person as a whole and their identity in society, and how we can ensure that they are given the best start in life and assist to maximise each child’s potential. This aspect is supported by the United Nation Convention on the rights of the child’s (1989) citied in Collins Foley 2008. This convention in many articles focus on the child ensuring that they have a say in their health and wellbeing giving them the best start to life. Kamerman and Kahn (2003) highlights the importance of child welfare and talks about ‘human capital’. As educators we have a large role in providing for all children giving them the best opportunities in life. There are many factors that can influence the health and wellbeing of children. Research has shown that early childhood experience has a significant impact on childhood development and how they continue into adulthood. As Vygotsky (1978) identified, children from a very young age can learn and develop new capacities through the collaboration and interaction with adults. (Citied in connecting with children; developing working relationships). Learning Guide 5 Activity 5.2 and watching the DVD on children’s participation brings to light how we as adults should listen more to children and permit children to have more of a say. On the video it identifies when children are given the opportunity to participate, it enhances their confidence and self-esteem to be part of society. When looking at children’s health and wellbeing it is important to look at how they identify themselves. As Cooley (1902) studies show how children develop and how they participated in society depends on what they feel about themselves and how other’s perceive and act towards them. As a foster carer for children with special needs I can relate too this as people can look at their disability instead of the person they are. Like Louis (foley 2008) the first identity is the disability. This identity can have an impact on health and well-being. In my role as foster career I found that the child I had on a long term basis was considered as having serve needs and labelled as difficult. In contrast when given the opportunity and not looking at her disability she was quite able. As adults we can influence the child’s identify and relate to this disability rather than the whole person. If we looked at wellbeing and health and not the disability would this change his outlo ok on life? Bennett and Sani 2004 p.g13 studies support this aspect as they talk about how changes can change our identity and how we are looked upon. As adults we can become engaged in the disability and unknown to ourselves we may label this child as disabled and think we know what is best. It can be criticised that the labelling or identifying a child’s disability can be positive in not only the home but in school as they are able to avail of better services e.g. the school get funding of a one to one assistant attending, having outside agencies like speech theorist etc.. In my own setting it is benefited when having a child’s special needs recognised as it relieves some of the pressures having an extra member and extra support when required The identity of a child can steer us as practitioners to how we contribute to the child’s health and wellbeing. In the school setting we have to be open minded and considerate of the home environment, the child’sculture, relationships and family life. These factors all coincide to contribute to the health and well-being of the child. The child identity can change depending on the situation and the environment. Children’s voices can change depending on the opportunities they are given and how we as a society recognise the child. This is supported by Bennett and Sani 2004 studies and shows it takes time to get familiar with a person. Children’s social backgrounds can have a large influence on their health and wellbeing. Poverty unfortunately has a negative effect on children’s health and wellbeing. When looking at the Millennium Cohort (Dex and Joshi) study in the UK it came to myattention thatis a high percentage of our children are in poor health and wellbeing. The institute of Education (2007) studies showed how children’s cognitive development assessments showed higher scores from families of stable employment. Poverty in the home has an ongoing effect on the child’s health and wellbeing. Children can be labelled as being poor carrying with them throughout school. Ridge’s study (2006) shows how children’s self-confidence and feeling of belonging within their social network can be affected. Children can feel left behind when parents can’t afford the latest trend be it clothes or latest technology. Children’s social wellbeing is affected when they are unab le to attend social outings with their peers andthis may cause a child to become withdrawn from the group of friends and experience a feeing of isolated. Schools provide a large contribution to children’s health and wellbeing through support in all areas. Children can feel valued by the interaction of praise and achievement, having the opportunity of healthy snacks, warmth and intellectual stimulation. In my own setting we can see the contribution to a child health by providing that simple healthy snack. This is beneficial for some children, not necessarily from an unprivileged back ground, but simple not having the time to ensuring that their child has eaten breakfast or lunch before arriving at nursery. Moss (2006) believes listening to children as part of ethical practices is extremely important and it is a vital part to the wellbeing of children. If children are not given the opportunity to speak and be listened to they cant be expected to fit into society. Practitioners have an important role in promoting and develop children’s emotional wellbeing. Billington and Pomerantz 2004 talked about the importance of circle time and how this leads to the building of confidence with children. Circle time allows children to feel included as part of a group and helps to build self-confidence and belief in their ideas. Being critical of this it can also devalue children as they may feel under treat and find circle time intrusive. As practitioners we have to judge the situation and look at what suit the individual child. As an early years practitioner I feel it is equally important for children to have free play where they can form own relationships without the influences of staff allowing children time to explore their own emotional. We have a critical role in ensuring that all children are listened to and voices not been silent. Children’s first-hand experience can change their perspective and it only takes that one individual to provide a positive artiest for change in a child’s well-being and health. Schools provide the opportunity for children to interact with a broadend section of society and benefits childrens opinion on society. One teacher may have a significant effect on a child’s well-being inclusive of all the other factors preventive to the child’s life. For example the famous story of Helen Killer (1968) who’s life was wasting away until she meet Anne. Anne changed her life by believing in her and through her inspiring work developed her health and wel lbeing and her life as a whole. Today Helen is well known for her work and the dedicated work she did helping others. It can be clearly seen how changes in society changes our views and opinions on how to give children the best health and wellbeing. This can be demonstrated in modern society with more services readily available and working in partnership with agencies to support children’s needs. Children’s first experiences are seen as criticalto later development. While schools provide the best health and wellbeing for children, the dilemma many teachers face is not being able to reach out to all children due to lack of parental support and consent alongside time factors and funding. Learning guide 11.6 looks at how agencies work together and try to give each other as much support as possible Lynne talks about her role as a health visitor and how this contributes to children’s health and wellbeing, while her role is as vital as practitioners in a school setting our hands can be tied and barriers in our way not allowing us to avail of these services. In my role as a pre-school leader the partnership is important between schools and health visitors, however without parental consent we cannot work with outside agencies provided to others.. While it is seen from the government that the childs health and wellbeing are top priority and as a society we draw up policies to ensure legislation meets their needs. It is seen how Tony Blair and Gordon Brown have looked at family lives and helping with back to work systems which will benefit children’s health and confidence along with their general wellbeing. The new government has looked at the roots of the problems and putting services into place to reshaping services. The sure start programme has increased the help for families from deprived areas, provided well needed services for example parenting class, 2 year old programmes etc While this has been a positive input it can be critically argued that it not necessary always being for families from deprived areas needing help but working families too can need as much attention. In my own setting it can be seen that full time working parents need as much help at times with parenting skills as other less well off families. Their careers can leave pressures on families and just having extra support can help their anxiety and any worries they may face as their children develop. While the United Nation Convention on the rights of the child’s (1989) citied in Collins Foley 2008 report focuses on six key areas: material, wellbeing, health and safety, educational wellbeing, family and peer relationship it can be critically said that this is not always possible and feasible for those who require it. Looking at education sector the number of children with special needs has risen and funding has had a cut back therefore all needs are not met as they should be. In my own setting due to funding and the demand on other agencies it is not always possible to get a child with special needs an assessment before school age. While these children’s needs are not being met not only is their pressure on the workplace but the child’s health and well-being is being deprived. Children who haven’t got English as a first language suffer due to the lack of resources available in society for them. As educators we work on the legal documents and in writin g state what is needed for our children however in reality this depends on funding and government support. When looking at a child’s health and well-being they interweve with one an another so when a school struggles to gett help with a child’s physical needs their emotional health can is also effected in many instances. Giddens (1998) looked at the needs of our children and how investment is put into all areas of the children’s health and wellbeing looking at the full picture. This has shown improvement with the rest 10-Year Strategy (2009). Children are given and entitled to free pre-school education which has been a positive step in the health and wellbeing of all children. In my own setting we have a role as practitioners to ensure we promote diversity and inclusion. This comes from the UN Convention on The Right of the child (1989), which supports the right for children to grow up in a farmiliar surrounding which is characterised by equality and free from any form of discrimination due to colour, race, sex, language, relation etc†¦ (Article Two (www.unicef.org/crc/). In my own setting this is not only done to ensure that all children are treated equally but also with the use of our Media Initiative programme. This programme was developed to provide children with the opportunity to explore similarities and differences and developing the child in an appropriate way, using age appropriate resources. This has found to be of benefit to children who infinity themselves as different and helps them to feel included in the setting. Over the years there has been considerable work done in relation to Childrens health and wellbeing policy documents. UNICEF was one of the largest pieces of legislation from which a number a policies was drawn from. When looking at the policies throughout the UK it can be seen that while different countries have their own policy, there main objectives being the best services for the health and wellbeing of our children can be found in them all. A lot of changes have come about due to major cases of poor services which have result to child death some high profile media cases throughout the mediafor example;. Baby P, Victoria Climbe and most recently Tiffany Wright. As work continues in improving the local services to children the health and welfare of the children remains upmostimportance and with this high priority we will hopefully see an increase in more agencies working together to improving services. In conclusion to the question on looking at what contribution that school can be seen how all agencies have an important role. Legislation over the years has changed giving children the right to an opinionon their health and wellbeing. One quote from the UNICEF Report Card 7 to me evaluates children health and wellbeing and is very key that the nation is key to the support children are provided with. Health and safety is a majoy aspect in UNICEF’s ideas and their material security and educational needs is focused on aswell as socialisation. UNICEF have strong beliefs on the sdense of being loved and being valved from society and people around them and included in the families and society in which they are brought up in. Collins Foley 2008) As practitioner we have a duty of care in the wellbeing of children by working for the child in partnership with their parents and other available agencies to ensure that the child is given the best start to life allowing them to continue in to adulthood. All children no matter of their background or abilities should be given the same opportunities and say to their rights. The time it takes or the funding needed shouldn’t determent the quality of services for a child health and well-being to be met. Bibliography Everyday Costs of Poverty in Childhood: A Review of Qualitative Research Exploring the Lives and Experiences of Low-Income Children in the UK Tess Ridge Department of Social and Policy Sciences, University of Bath, Bath, UK Child poverty in perspective: An overview of child well-being in rich countries  © The United Nations Children’s Fund, 2007 UNICEF, Child poverty in perspective: An overview of child well-being in rich countries, Innocenti Report Card 7, 2007 UNICEF Innocenti Research Centre, Florence en.wikipedia.org/wiki/Helen_Keller www.unicef.org/crc/)

The Religion of Money in F. Scott Fitzgerald’s The Great Gatsby - Essay

The Religion of Money in The Great Gatsby      Ã‚  Ã‚   Near the beginning of George Bernard Shaw's Major Barbara, Mr. Undershaft exclaims in retort of another's question, "well, I am a millionaire, and that is my religion" (Shaw 103). Many people look toward the heavens in search of the power to enable them to live in the world. Others, like Shaw's Mr. Undershaft, look toward more earthly subjects to obtain their power and symbolize their status. Often these subjects, such as money, wealth, or physical beauty and ability, give their owners an overbearing sense of power and ability in all of that they do. Some people become so obsessed with their materialistic power that it becomes their religion and leads them in everything that they do. In F. Scott Fitzgerald's The Great Gatsby, the character of Tom Buchanan is introduced and portrayed as someone who has allowed his physical abilities, money, and wealth, become his religion and lead him in his actions, perceived thoughts and beliefs, and speech.    Nick, the first person narrator of The Great Gatsby, introduces Tom as a "national figure in a way, one of those men who reach such an acute limited excellence at twenty-one that everything afterwards savours of anti-climax" (Fitzgerald 10). In college at New Haven, Tom relied on his physical abilities, as "one of the most powerful ends that ever played football" (Fitzgerald 10), as well as inherited wealth to give him the power and prestige to be perceived as better than the best. In the beginning of his college career, as Nick seems to suggest, it was this supreme physical ability on the football field that allowed Tom to have supreme reign over all off the field. But, after college, the football legacy ended, and with it, Tom'... ...lected to "make a short deft movement [that] broke her nose with his open hand" (Fitzgerald 41) rather than admit that the other party could do something without his explicit permission.    From his first introduction early in the first chapter of The Great Gatsby to the end of the second, Tom strives to constantly remind everyone around him of his power through his actions, thoughts, and speech. Like royal subjects loyal to their king, he believes that everyone is under him and should respect and obey his every wish. Through the mastery of Fitzgerald's poetic hand, a character has been created to which wealth has become a religion and god has become a personification of himself.    Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner-Simon, 1992. Shaw, George Bernard. Pygmalion and Major Barbara. New York: Bantom Books, 1992.