Inside These Walls

Farzana Israt Mrs. Maldonado English Honors 1018 May 2018 Inside These Walls Her head was pounding from the sudden blow. Blood was running down the side her face as she began to remember. He had tormented her, degraded her feelings, and took away her financial stability. She felt forever trapped as she was the only one to witness such vile acts. â€Å"There is no one here to see this. There is no one here to save me from what happens inside these walls† she whispered, voice cracking. Victims like this must go through the injustice of not being able to feel safe in their own home or even their own skin. Whether it be inflicting harm for the victim through physical abuse, toying with their emotions through emotional abuse, or financially controlling them through financial abuse, abusers find ways for many women to suffer from domestic abuse in their daily lives. Physical abuse is one of the many aspects of domestic abuse. This type of abuse is most known as it can be seen with one's own eyes. However, physical abuse doesn't always have to happen on the victim. In many cases, physical abuse can happen somewhere near the victim. It shows that â€Å"When a partner is violent near or around you, doing things like punching a hole in the wall, the message is ‘Next time this could be your head'† (Carlson 146). Numerous amounts of people will brush off the incident and believe that it will not mean anything in the future but this sort of act can escalate quickly and leave the victim in shambles. If this message is given, the abuser is releasing their anger on an object physically and it will not be long before the abuser directs their anger on their victim – the one who caused their distress. Once they direct their anger on the victim, it can lead to extreme violence that the victim is not capable of keeping under control. Sam is a victim who had been physically abused herself. She speaks out about one of the stories of her journey with physical abuse:I was at home and I cooked his dinner†¦he came home when the food was on the table. He was like ‘Oh, it's too cold,' so I put it in the microwave and warmed it up. I gave it to him and he said it was too hot†¦and you start to get this worried feeling like ‘It's going to happen. He's going to hurt me.' He threw the plate and smashed it against my head and he started beating me up and kicking me on the floor and punching. (Sam?)This is an example of severe physical abuse. Here, the abuser takes a typical, simple misunderstanding and exaggerates it until it reaches its full capacity. In most cases, those who are in healthy relationships would be able to work this out without it becoming physical. The victim shows that she has the constant worry of not wanting to go against the abuser's needs. Thus, they are always tip toeing around the abuser and the second they do something even the slightest bit wrong, it becomes another heated fight. This instance is just one glimpse of what a day in the life of a physically abused partner must go through. There are always other cases. Some outcomes of physical abuse could even be fatal. This is one of the more extreme cases of physical abuse. It should be known that â€Å"One woman is fatally shot by a spouse, ex-spouse, or dating partner every 14 hours† (â€Å"NCADV†). Many do not understand the significance of homicide in physical abuse and do not link this importance to the fact that it still happens. This statistic shows that those who are in domestic abuse relationships are at a very high risk of being killed by their significant other.

Is Australia an Inclusive Society Essay

Reports from the Australian Bureau of Statistics (2003a, 2003b, as cited in Ashman & Elkins, 2009, p. 7) show 25% of the Australian population is currently made up of migrants from around 200 countries. This fact demonstrates Australia, on the whole, has a tolerant and inclusive society. A society can be identified as a collection of people who live together in a relatively ordered community (Ashman & Elkins, 2009, p. 7). It could be said, Australia has one of the most inclusive societies on the planet; however, this was not always the case. Net overseas migration has doubled from 146,800 in 2005-6 to 298,900 in 2008-9 (Australian Bureau of Statistics [ABS], 2011). Migrants born overseas account for a quarter of the total population with 50% having direct links with relatives born overseas. Nearly 2. 5 million Australians speak a language other than English at home (ABS, 2003a, as cited in Ashman & Elkins, 2009, p. 7). These facts show how much multiculturalism is now an intrinsic part of Australian society. Some traditional migrant countries, such as the UK, still remain dominant in the proportion of people arriving onto Australian shores; however, more recently, a larger percentage of migrants from Asian countries have started to show in census statistics (Department of Foreign Affairs and Trade [DFAT], 2008). Today migrants can be found in all levels of society and the workforce. Employers are bound by the Racial Discrimination Act 1975 not to exclude any persons on the basis of nationality, race, colour, descent or ethnic origin; however, this was not always the case. The White Australia Policy (forming the basis of the Immigration Restriction Act 1901) from 1901 to 1973 was introduced primarily to prevent Pacific Islanders from being employed as cheap labour in the vast sugar plantations in the Northern part of the country (DFAT, 2008) . The policy was gradually abolished after the Second World War, but the emphasis on European immigration remained until 1966, when the government allowed the migration of ‘distinguished’ non-Europeans. The last vestiges of the policy were discarded in 1973. From 1901 to the early 1970s, policies towards newcomers were based on assimilation. The preference for British migrants remained, and all others were expected to shed their existing cultural identities, including their native languages, to promote their rapid absorption into the host population. (DFAT, 2008, p. 2) A lively debate would ensue to decide if Australia could be seen as inclusive during this period of history. Even with the acceptance of Whites there were still racial undertones in the nicknames of migrants from certain countries. Wogs from Italy, Dagos from Spain, Poms from England (origin has not been verified, but several theories remain), to name but a few. In conclusion with such a large migrant population from so many different countries, Australia has succeeded in becoming an inclusive society. Migrants will continue to arrive onto this big brown land and play a major part in shaping the country in centuries to come. Stereotypes. Collins Cobuild English Dictionary (1995, p. 1635) defines stereotype as an â€Å"a fixed general image or set of characteristics that a lot of people believe represent a particular type of person or thing. † This is a thought that is conceived without actual basis or factual content. Stereotypes can come in many forms. Commonly it is a belief that may have been subliminally imparted by peers, parents or the media. Stereotyping can cross all groups, genders, races, religions or even animals. It is possible social interaction or experience can lead to stereotyping especially if a negative experience is involved. People may all be guilty in some form of stereotyping, although not in a derogatory sense. Some common examples are, left handed people are creative, Asians are hard workers, blondes have more fun, fat people are jolly. A negative consequence of stereotyping is what Sanderson (2010, p. 349) calls stereotype threat. Minority group members experience an apprehension that they may behave in a manner that confirms existing cultural stereotypes. Gender stereotypes are one of the most common encountered on a daily basis. The infamous ‘Glass Ceiling’ still exists in many areas of the professional world, restricting valid promotions simply based on gender. This type of concept can be verified by looking at comparative weekly wages of other professionals in a variety of industries. Most people will generally see female dominated occupations, such as nurse, teacher and secretary as requiring feminine personality traits and physical attributes for success; whereas male dominated occupations such as doctor, lawyer, and business executive are seen to require male personality traits for success (Sanderson, 2010, p. 344). Racism The Cambridge Dictionaries Online (2011) defines racism as â€Å"the belief that people’s qualities are influenced by their race and that the members of other races are not as good as the members of your own, or the resulting unfair treatment of members of other races. In recent history massive wars, resulting in countless lives lost, have been waged simply over not belonging to the ‘right’ or ‘our’ race. Most people would agree the concept of disliking someone simply because they look different and belong to another race, is pure ignorance. To say that because a person has dark skin that they will respond or behave in a certain manner is again ignorant. For most people it is hard to believe that less than twenty years ago Apartheid was still a reality in South Africa. The word ‘apartheid’ is derived from the Afrikaans language and is directly translated as ‘separateness’ (P.  Mason-Jones, pers. comm. , 1998). Its basis was racial segregation for Blacks, Whites, Coloureds and Indians. The Coloureds in South Africa are from mixed race families, predominately White males procreating with Black females. The Indians were mainly from colonial Indian descent sent to South Africa as slaves. The concept of black South Africans not allowed on the same public bus as Whites is hard to grasp. A greater issue for the Black people during apartheid was the fact they were not allowed to vote and decide on their own future in a land they had lived in for centuries beforehand. Modern racism can be described as someone’s negative feelings towards an out-group member, which is not based specifically on their group membership (e. g. , race, gender) but rather generalisations of their moral values (Sanderson, 2010, p. 337). This creates the conception that all Black people do not work hard enough and expect handouts and so are discriminated against for that instead of having dark skin. Prejudice The Concise Oxford Dictionary (1982, p. 809) defines Prejudice as a â€Å"pre-conceived opinion, bias (against, or in favour of, person or thing). The word itself can be split into two components, pre- before and jud- judging. Forming an opinion of someone before there is a chance to talk to them or even meet them for the first time is ignorant. Prejudice can come in many forms; however, it is usually associated with negative or hostile feelings about a person or persons simply based on their belonging to a group. Some popular social examples are, people who wear hats while driving are bad drivers, and, older men who have long beards and ride Harley Davidson motorbikes are dangerous. Similarly, pre-judging all the clean, well dressed and impeccably groomed students to be the most well behaved members of the group would not be substantiated. In the same vein, pre-judging the scruffy un-kempt student to be the most troublesome member of the group could be a terrible mistake for the teacher. Consider this scenario: Stephen Hawking is observed crossing the road at a busy intersection while an individual is travelling in the opposite direction. The individual will have no idea who he is or heard his name mentioned in any context. Some people may consider sympathy with his plight, some may ignore him completely, some may even offer assistance. Yet how many would come to the conclusion he is one of the greatest minds on the planet? People may be guilty of pre-judging his condition, abilities or even intellect. Educational responses to diversity Under Section 22 of the Commonwealth Disability Discrimination Act 1992, an educational authority is not allowed to discriminate against a person on the grounds of the person’s disability (DD Act, 1992). Education Queensland developed a statement in response to this section of the Act, called â€Å"The Inclusive Education Statement – 2005. † This statement is now part of 11 pieces of legislation and policies (Education Queensland, 2011). These policies and legislative pieces comprise of Commonwealth and State Acts. The Commonwealth Acts include, Age Discrimination Act 2004, Disability Discrimination Act 1992, Disability Standards for Education 2005, Human Rights and Equal Opportunity Act 1986, Privacy Act 1988, Racial Discrimination Act 1975 and the Sex Discrimination Act 1984. State legislation includes the Anti-Discrimination Act 1991, Child Protection Act 1999, Disability Services Act 2006 and the Education (General Provisions) Act 2006. (Education Queensland, 2011). Education in Australia is a basic human right; however, the learning journey needs to be fair, productive and include everyone regardless of race, gender, cultural background or disability. Inclusive education is a process of responding to the uniqueness of individuals, increasing their sense of participation and achievement in a learning society (Hyde, 2010, p. 11). Education Queensland (2011) requires their staff to identify processes and procedures in the Inclusive Education Statement – 2005, to achieve learning outcomes and develop skills to work and live productively and respectfully with others from a range of backgrounds, abilities and cultures. This ideology will help to produce accepting, tolerant, co-operative and productive citizens. In the classroom teachers need to address the huge variety of differences in their students. They should be adaptable and flexible to address criteria in curriculum while still following policies and procedures that stem from individual schools up to state level. Curriculum, pedagogy and assessment are aligned and meet the needs of diverse student groups (EQIS, 2005). A teacher, or any member of an educational facility, can be prosecuted if they harass a student, or future student, who has a disability, about the disability (Disability Discrimination Act 1992 s. 37). A successful teacher is required to have a positive relationship with all of their students, while still following policy and procedure so that they can â€Å"build bridges from the knowledge and skills that students bring from their homes and communities to the knowledge and skills they need for success in schooling† (EQIS, 2005, p. ). Schools are required to provide professional learning opportunities to enhance understanding of the recognition of difference and the factors that contribute to educational disadvantage, especially an appreciation of factors such as: poverty; gender; disability; cultural and linguistic diversity; and sexuality (EQIS, 2005). Such professional development opportunities will allow teachers with many years experience to fully understand the changing environment they now live in. People with a disability have the same human rights as other members of society (Disability Discrimination Act 1992, Part 2, Division 19, s. ). Teachers must adapt their classroom planning in response to this statement. Simple methods of inclusion on a physical level will include table and chair arrangement, or repositioning of the teacher’s desk to provide easy access if required; however, it is the school’s responsibility to allow wheelchair access to classrooms. Teachers who believe that they are the most important factor in improving student outcomes are more likely to deliver a connected curriculum, with high intellectual quality and high levels of student engagement (EQIS, 2005). While such policies and statement may seem difficult to implement, the outcome of a successful student who is well versed and ready to stand up in society and enter the workforce should be the driving factor teachers strive for. Personal responses to diversity A teacher’s positive attitude towards their students can have a profound effect on their learning ability. Consideration must be taken into account if the student(s) come from a low socio economic background or disruptive domestic environments. The school community may well be the only positive aspect of their lives. Students who have this sort of background often require more support and nurturing. A teacher’s positive attitude towards this student may well release their inhibitions and personal defences. Once the teacher has broken down these barriers the student is more likely to participate, be co-operative and be more productive in the classroom. A negative attitude directed at the same student is more likely to sustain the barrier he or she has towards adults, or authority figures in general, and remain disruptive and uncooperative. An example of this negative attitude is provided by Munro. 2008, p. 99). Ted Brown saw himself as a good literacy teacher. Many of his students made great progress and achieved high-level outcomes. Each year, however, there was a small group of students in the class who did not progress as he expected. Ted noted, â€Å"These students do not get involved or stay focused. They just did not seem to be interested. I guess there will always be low achievers. Not everyone can learn to read†. His observations were accurate. In his classes, these children did not get involved or stay focused, were not interested and remained low achievers. A replacement teacher, Sally Green, taught Ted’s class for a term. She talked with the underachieving readers and noticed that they had rich imagery knowledge of the topics they discussed but often needed time to put their images into words. She helped them practice doing this. Before they began to read a narrative, she had them do this. Sally also had them talk in sentences about the pictures in the narratives and recall vocabulary. The students began to achieve as readers using their existing knowledge to read and to anticipate the ideas in a text. They learnt to paraphrase and visualise as they read, and to review each paragraph. Ted came back to school from long-service leave and noticed that the small group of students had improved in their reading. Because he did not understand the conditions under which they had improved, he was unable to scaffold their learning. Soon some of the students plateaued in their reading and Ted was sure that this was, again, because of their lack of interest. It can be seen from the above text that Ted simply could not be bothered with the small group of â€Å"low achievers†. He did not provide any inclusive activities; therefore, he was not able to obtain the most out of this group. Sally should have discussed this issue with the Head of Department or Principal during her contracted time. Bringing this issue to their attention may have directed the HOD/Principal to discuss with Ted some alternative teaching options, or offer some personal development in this area. Once the issue had been raised, discussed and acted upon it is reasonable to assume that the students and subsequent â€Å"low achievers† would have gained more out of Ted’s classes and develop their learning journey accordingly. According to Conway (2010, p. 29), beginning teachers will need to make an extra effort because his research found that the majority felt ill-prepared to teach students with ESL, disabilities or from dysfunctional backgrounds. This particular course is highlighting the need for future teachers to recognise, appreciate and implement positive strategies for a variety of students with diverse backgrounds, cultures and abilities.

Customers Revenge Case Study Example | Topics and Well Written Essays - 500 words

Customers Revenge - Case Study Example I will not define Atida as a customer-centric company. They view customer’s complaints as a means to extort from the company by unreasonable customers. This is very evident with how they handled the complaints of Tom and Jessica. It is very disturbing that after a strong letter from loyal customer (Tom Zacharelli) was sent to the company threatening with negative publicity and a lawsuit, Lisa instead replied that â€Å"It’s not a legal problem . . . They say this customer can certainly hire a lawyer, but once customers understand how much pursuing the legal option will cost, they almost always see things differently. They take their loss, and they move on.† And statements such as â€Å"our only obligation is to ï ¬  x the car and nothing more† and sticking to a policy â€Å"for handling this stuff, one we’ve been following for decades†. Deducing from these statements, Atida thinks that they are just a manufacturing company where they just b uild cars and abandon their customers when they ask for customer service support. When customers complaint and call them, they look at it as a bother and not an opportunity to engage with their customers. This was very evident with Lisa’s mindset that their job is to get rid their phone lines with customers not realizing that getting rid their call centers of customers calling them do not mean that they have solve the customer’s problems. Second, I will revise the company employees’ mindset about customers. To achieve this, I will implement a company-wide reorientation and training about customer service for the company’s culture to change to a more service oriented one. I will introduce a service culture where each employee in the company will strive to satisfy the customers instead of getting rid of them. Lisa will be trained first and other managers will follow. I will recall the call center in India and put it back in the US. Customer service for an automobile

Answer the question Assignment Example | Topics and Well Written Essays - 2000 words

Answer the question - Assignment Example t for various purposes, the facet of information privacy has emerged as a critical concern to leverage utmost benefits out of this unique technological development i.e. the internet. A rudimental ethical debate has propagated wherein a number of critics and users have raised doubts whether they can use the medium of the internet to share their personal information or not. The wider reach of the internet in this regard has been acting as the key concerning factor due to which certain sections of ill-minded people have targeted the online medium to gain and manipulate personal information. The study intends to critically analyse that despite a pinnacle role played by the internet in daily lives of human beings, a profound ethical debate on information privacy has raised. The way in which this ethical debate has raised associated with the use of the internet will be highlighted in the study. In accordance with Temmel & et. al. (n.d.), technology has influenced the modern life of human beings. During daily life, human beings are dealing with several electronic devices and techniques. Especially, the internet has emerged as one of the most advanced innovations of science and technology, which has facilitated the modern civilisation to march towards a more lucid future. Thus, it can be evidently asserted that the internet can also influence our lifestyle in both ways such as good and bad aspects (Temmel & et. al., n. d.). According to the observation, it has been determined that the impact of the internet has changed the aspect of modern life enormously. In order to measure the advantages of the internet it can be highlighted that the internet has delivered several facilities to the human beings, which have not been ever-expected by human kind before. Due to enormous technological advancement, people can access the internet from their home for personal requirement and also can use the internet from workplace for professional uses. Due to the availability of the

The descriptions still do not have enough information about the Essay

The descriptions still do not have enough information about the pictures. Please describe the pictures by starting at the left side of the picutre an - Essay Example The color used on the walls of the room is dull; this illustrates the unhappy environment inside the room. The woman is starring down outside the window; this illustrates that the room is upstairs, and the woman is observing an event or person(s). The event may be a sad one, according to facial expression. The person being observed may be a loved one who has just left the house (Friel 34). The second image shows a joyful and exciting event. It can be safely assumed that the picture represents a nuclear family on holiday. The family has a father, mother and three children. The children comprise one boy and two girls; this illustrated by their mode of dressing. The holiday destination is a beach because of blue waves illustrating the sea, the brown color showing the sand, and the background showing a mountain or hill range. The destination seems secure and private. This is because other people are not indicated in the picture. Luxurious hotels usually offer private beach tourism package. The nuclear family illustrated in the picture is not dressed for the holiday occasion. The man is in formal clothing, and the woman and daughters in dresses. Beach events require beachwear and swimming costumes. The image also illustrates love in the family. The man and the woman are looking and smiling at each other; likewise the son and the daughter are also looking at each other. The looks and the smiles illustrate love between family members (Friel

International Trade & Banking Essay Example | Topics and Well Written Essays - 1000 words

International Trade & Banking - Essay Example According to Mishkin, globalization is essentially about economic integration, which implies the opening up of national economies to the external inflow of goods, services. Contrary to earlier beliefs, globalization is hardly a new phenomenon, dating back to the end of the 19th century and the age of industrialization. â€Å"The globalization system, unlike the Cold War system, is not static, but a dynamic ongoing process: globalization involves integration of markets, nation-states and technologies to a degree never witnessed before — in a way that is enabling individuals, corporations and nation-states to reach around the world farther, faster, deeper and cheaper than ever before, and in a way that is also producing a powerful backlash from those brutalized or left behind by this new system†. Yet, even today it is too early to say that globalization has achieved its peak. Central banks are still in their way but far from achieving real financial globalization. The lat ter presupposes having a single global currency and a single global financial authority. According to Way, â€Å"independent central banks produce sharply lower inflation rates where Left cabinets are prevalent but at a cost of increasing unemployment†. In the absence of financial stability and global financial homogeneity, central banks acquire a new role of adjusting their decisions and exchange rates policies to the needs of the international financial community, including the issues of currency convertibility.

The Colorado Healthy Communities Initiative Lab Report

The Colorado Healthy Communities Initiative - Lab Report Example This uniqueness of this program that differentiates it from others is that it focused on the community based definition of health that means it gave a personal touch to it. The second important thing that was introduced was collaboration between those different individuals of the society to work for a common purpose. It helped an individual to build its own individual capacity. The involvement of different kinds of communities prevailing in that state was evident too. This study was conducted over a period of 8 years and extensive exploration took place in these years that have validated the research as being fruitful and a true representative of the thoughts of the common man living in Colorado about his health. It involved extensive evaluation of all the processes and steps that were involved in the process to understand the diversity of the individuals and implementing the health conscious techniques according to the individual's diverse background and value system. Four evaluatio n reports were produced through this program. These reports were the highlights of the program and the article is based on the important findings of those four reports only. The findings of this study were worth mentioning. The less participation on the part of the Coloradoan citizens in the decision making process that determines their future was reported. The citizens felt they weren't being given enough opportunities to foster participation. Another factor that was revealed through this study was the Coloradoan citizen's love, affection and sense of belonging with the state and the people of that state, the neighborhood and the government. A further astonishing finding was that they considered the local government more powerful and important than the overall government. They gave more weight to the local government as to solving their problems. Another thing that they believed strongly in was that the adult participation and prevention as being the two most effective ways of solving problems. The CHCI model was adapted from the National Civil League's approach to healthy community. It consisted of two phases; the first one was of 18 months of extensive strategic planning, the second phase consisted of 2 to 3 years of action-oriented implementation activities. The final step in the planning process was by the stakeholders to develop activities and plans to address to the issue. The stakeholder's could then apply for implementation grants and use those grants accordingly to the benefit of their respective communities. In addition to all this, a community indicators project was also initiated in the middle stages. The Colorado trust made additional funds to be made available to 15 other communities and this act turned out to be pretty fruitful. Evaluation The major outcomes from this initiative were that there was a lot of commitment shown on the part of the citizens of that state. They were a diverse group of people varying from the business to the education sector. The commitment and collaboration yielded from issue-focused outcomes to the creation of a new family based nonprofit resource

Managing Communication in Business Essay Example | Topics and Well Written Essays - 2000 words

Managing Communication in Business - Essay Example This scenario strengthens the need for effective cross-cultural communication, which would bring synergy among the workers towards the achievement of common goals (Montana & Charnoy 2008). This paper attempts to understand the process of communication as affected by cultural differences, and how the barriers of communication can be tackled in order for the organizational goals to be achieved as planned. The concept of cross-cultural communication is actually nothing new, as stated by LeBaron (2003) in a study, where it is concluded that communication process is basically cultural, considering the ways that each person has learned to speak and to give nonverbal messages, each carrying the essential factors of context, individual personality, and mood that interacts with a variety of internalized cultural influences affecting the various choices in life. This concept is summarized by Edward T. Hall, a known expert of cross-cultural communication, in this statement: â€Å"Culture is communication and communication is culture† (Hall, 1959, p. 186). In an environment of multicultural diversity, it is quite a challenge to ensure proper understanding and smooth communication processes between and among the people who have to work together towards the achievement of common goals. LeBaron (2003) further explains that despite all the good intentions of communicators, miscommunication is always likely to happen, especially at instances where there are significant cultural differences between the communicators. According to Rogers, Hart and Mike (2002), cross-cultural or intercultural communication is an intricate web of several factors affecting each other, but mainly based on cultural differences or idiosyncrasies, thus the eventual serious study of it by communication experts in the late 1960s. Significant aspect of this field of study is the examination of

Fieldwork report Essay Example | Topics and Well Written Essays - 1500 words

Fieldwork report - Essay Example While providing much needed support to the patient and the family in order for them to cope with the emotional stress associated with being critically ill, it has also been found that nurses and health care staff assigned to intensive care units that deal with end of life situations deal with more stress than nurses assigned to other wards (Kostopoulou & Katsouyanni, 2006). During my visit to the Queen Elizabeth Hospital in Hong Kong, I observed the palliative care given to patients in their oncology ward. This a mixed ward where they give care to both geriatric and pediatric patients with cancer. As an observer, I was able to see the developments made in giving palliation and what needs to be improved still. Queen Elizabeth Hospital is one of the many hospitals in Hong Kong that provides palliative care to their patients in the oncology ward. The services that they offer include providing possible placement and hospice care for patients. In providing palliative care, the patient and their families are given support for quality of life by preventing and providing relief from emotional, spiritual and physiological impacts of chronic illnesses such as cancer. ... The giving of palliative care may differ a bit in giving care to different age groups. Such as with pediatric palliative care that deals with children with the idea that children with chronic illnesses may not survive to become adults (Liben, Papadatou, & Wolfe, 2007). Education and psychosocial support is also given to patients and their families. In educating families, it is giving them options with clinical trials that can help with the prognosis of their illnesses. The psychosocial aspect helps patients and their families deal with the emotional and psychological stresses associated with being chronically ill (Chan, 2001). Culturally speaking, Chinese people find it a privilege to spend the last moments of their loved ones. This is slowly changing with the advancement of medicine and the constraints of living spaces in Hong Kong. Most deaths happen in the ICU or hospices and this has a significant impact especially on the elderly who seek palliative care. Even health care workers are aware of this human factor and may sometimes allow patients who are admitted to hospices to go home for a few days. This home leave improves the psychological and emotional aspect of the patient, but in most cases is brought back to the hospice or hospital (Ngai, Yuen, & Wong, 2006). CONCEPTS BEHIND PALLIATIVE CARE IN CLINICAL ONCOLOGY Palliative care has a significant role when dealing with patients who are chronically ill. The scope of care does not only extend to the patient, but to the family of the patient as well who together with the patient deal with the stresses and emotional burdens of being ill. Palliative care also gives importance on the role of health care workers in giving appropriate psychosocial support and exploring other clinical studies that can help in the

History Essay Example | Topics and Well Written Essays - 750 words - 2

History - Essay Example This paper aims to explore a period in history that radically transformed the manner by which society viewed the world. The Renaissance and Humanism The Renaissance Period started in Northern Italy during the 14th century and scattered all over Europe during the late 15th century (Alchin, â€Å"Renaissance Period†). Herein, a new kind of thinking shifted the culture and thought of the Europeans in a totally different light. Indeed, this is why it is called the renaissance, for renaissance means â€Å"rebirth† or a new beginning. In this period, a movement, called Humanism dominated the scene. Humanism â€Å"is the term generally applied to the predominant social philosophy and intellectual and literary currents of the period from 1400 to 1650† (Kreis â€Å"Renaissance Humanism†). Herein, humanists contributed to the rebirth of scholarship, literature and art through a general emancipation of the individual. â€Å"The Renaissance passion for what was human and the discovery or rediscovery of this same inclination in the classical world we today call humanism† (Kreis, â€Å"The Medieval Synthesis†). Its emergence was a result and reaction towards the medieval period, i.e. The Middle Ages. During the middle ages, Christianity began to globalize, and along with it were challenges. One major challenge was the development of human reason. This was characterized by man’s capacity to rationalize. The Church wanted to explain its teachings through faith alone. Thus, making reason a threat. To compensate for this, Humanist thinkers sought to reconcile religion and science, for according to the Church, they have one common factor, i.e. they both led to a single truth: â€Å"God exists† (Kreis, 2009b, n.p.). Furthermore, during the Middle Ages, the dominant view was that of geocentricism. Since the earth was known to be the center of the universe, human beings were made to feel central above all else. It is this view that the Church accepted and advocated. It was not until a major breakthrough by Nicolaus Copernicus that initiated the first and final break from religious dogma. Scientific Revolution and The Enlightenment Herein is the birth of modern science. Since the time of the publication of Copernicus’ On the Revolutions of the Heavenly Spheres (1543), religious authorities and teachings were attacked and questioned. In what ways did this revolution affect the previous worldview? The greatest impact was on how people thought and believed. Due to the rise of modern scientific methods, the geocentric view of the universe was replaced with the new heliocentric theory, which made the sun as the center of the universe. Religion was forced to step down as the source of truth along with the decline of the authority of the Church. Not only did the power of religious authorities decline, so was the nature of human knowledge. â€Å"This in turn raised questions about the traditional Human Ete rnal Verities, i.e. how humans understood themselves in relation to 'God, Nature, and Man'† (â€Å"Hatch,† n.d., n.p.). Science was slowly overpowering the powerful image of God. â€Å"Science is faith. And the Gospel of that faith was written by Copernicus, Galileo, Newton, Darwin, Einstein and others† (â€Å"Kreis,† 2009a, n.p.). The foundation of religion is faith, while science stems from human reason, i.e. the capacity of human beings to think. The former hindered humanity’

Teachers in Nathaniels Life Essay Example for Free

Teachers in Nathaniels Life Essay Long after we finish school we remember our school teachers and experiences. We gain experience as a consequence of the situation or the people, who surround us. Our school teachers often help us to decide on important life choice and inspire us in our further pursuits. Nathaniel, the main character of the book The Soloist, written by Steve Lopez had several excellent teachers, who helped him with his experience in music and also in life. These three teachers helped Nathaniel during his personal difficulties and in the achievements he had along the way. Nathaniel’s first teacher was William Moon. Moon appeared in a complex and transitional period of Nathaniel’s life, when Nathaniel’s personality and confidence started to fade. Before Nathaniel turned eleven he was the happiest child. He had a complete happy family, but soon after his life took an unexpected turn. Nathaniel’s parents divorced. Nathaniel wanted to see his father, to be with him, share his experiences, but the child felt that there’s no place in his father’s life or him. Nathaniel was shocked by these changes: he couldn’t understand why his father abandoned his family. Floria Ayers, his mother remarried and Nathaniel and his two sisters moved to their mother’ new husband’s house. Alexnader Mangrum, his new stepfather had four children. Nathaniel had very complicated relationships with his stepbrothers and stepsisters, who weren’t happy to see â€Å"strangers† in their house. Nathaniel considered to leave his mother’s home. He told his little sister: â€Å"Let’s run away†. But she answered him: â€Å"Where are we going to go? You don’t think they are going to call our mother in a minute we got there? † They spoke of running away to aunt and uncle’s home. Nathaniel’s confidence and outgoing personality slowly began to fade after a short stay at his father’s home, the young man returned to Cleveland more sullen, more broken and yet more grown-up, it seemed. And there, in Cleveland Nathaniel met him, his first teacher. William Moon inspired Nathaniel. He put into the student the love of music. Music became the escape from reality for the lonely teen. Mr. Moon’s daughter Marjorie was studying music at Ohio University and played a string bass. One day, when Nathaniel heard how Marjorie plays the string bass, he told Moon: â€Å"That’s what I want to do. I want to do what she does†. (p155) This decision has defined Nathaniel’s way forward. The aspiring musician did all his best. Soon Nathaniel became so good, that William Moon couldn’t help him any longer. Moon had become attached to Nathaniel so much, that he even considered Nathaniel to be his son. He referred his talented student to Cleveland Orchestra, where Nathaniel met the next very important person and mentor of his life. Harry Barnoff improved Nathaniel’s musical ability, but also the teacher helped Nathaniel to believe in himself. Barnoff grew up in conditions, similar to Nathaniel’s. Their parents weren’t musicians. Nathaniel found his own way himself like Barnoff many years before, thanks to fate and natural talent. Further Barnoff helped his student to believe in himself during the hard repressive time in American history and enroll in Julliard. Probably, Barnoff was the most beloved of all Nathaniel’s teachers. Even many years later, when Nathaniel was mentally ill and needed to hear a familiar voice, Nathaniel called Barnoff. Lopez mentioned: â€Å"For many years Harry Barnoff was the man Nathaniel tried so hard to impress. It was Barnoff he called when he was in trouble, and it was Barnoff, whose phone number he still had committed to memory more than twenty years after the last time he dialed it†. (p 175). These words show how much Nathaniel was attached to Barnoff. Barnoff wasn’t an ordinary character in Nathaniel’s life. Barnoff was Nathaniel’s teacher, spiritual relative guide and friend for many years. The two previous teachers have been a part of Nathaniel’s past. They have done a tremendous job in a building of Nathaniel’s character. But that’s not enough; Nathaniel needed the help and support for the present. As such, Pete Snyder came into Nathaniel’s life for that purpose. Snyder is a famous musician, who consented to give the lessons to Nathaniel. They met because of Steve Lopez. Snyder read the article and invited Lopez and Nathaniel to his concert. Snyder was going to help Nathaniel in finding his own way in his current situation. The teacher’s purpose was to rehabilitate Nathaniel through music. Snyder was someone like a doctor for Nathaniel. He was a doctor, who treated Nathaniel without medications. Snyder did it through Nathaniel’s enthusiasm for music and it paid off. Lopez states: â€Å"It was a promising break through. Nathaniel is confronting his fears and thinking more rationally† (p. 179) Also with Snyder’s help Lopez tried to persuade Nathaniel to move in to an apartment after thirty years living on the streets and he did just that. At first Nathaniel refused to be in an apartment. He said: â€Å"It’s not my room; I’m not going to be living in here†. (p. 167). However, a week after holding the lessons with Snyder, Nathaniel started to like his new place. One day Nathaniel went out his new apartment to the yard and he saw his neighbor James, who was smoking a cigarette there. When he finished, he threw a cigarette butt on the floor. Nathaniel hated to see garbage on the floor, especially cigarette butts. When Nathaniel saw it he came to James and said: â€Å"Excuse me, sir, you cannot smoke here† Nathaniel said it with such authority, as if he was a courtyard monitor. There stood in the yard and to James’s question: â€Å"Who are you? You don’t live there† Nathaniel pointed on the window of his room and said: â€Å"This is my place† (p. 186) I don’t think that Nathaniel would go so far without Peter Snyder. One day, when Nathaniel had a dialogue with Snyder about the reason of refusing the room. Nathaniel said that in the tunnel he hears the city and doesn’t feel cut off from it like he does inside these four walls. Snyder’s answer had to impress Nathaniel and gave him a different point of view:†Think of this as a clean quiet tunnel. Nathaniel got this point; he agreed that the room is a good decision for his passion, not a prison as he thought of before. Each of Nathaniel’s teachers made an important contribution in Nathaniel’s life. It changed it for the better I had similar experience. I was a very a stubborn child. I never listened to other people’s opinion and I didn’t listen to my school teachers. Probably the main reason for my attitude to teachers was that my teachers didn’t generally like their job and I sensed that. However, after I met my math teacher all that changed. She as very kind and very helpful. Professor Ahmatullaeva wasn’t an ordinary teacher, who taught basic math. She also showed us why math is interesting. She inspired us to learn math. Her attitude was completely different. When I saw her I remembered my mother. Her eyes beamed pure warmth. When she saw that we can’t do something she helped us, when she saw that we felt bad she took care about us. Farida Ahmatullaeva did her best for us. We were a big family for her. She always told us that we are her kids. Even after our graduation we came to school just to visit her. She was always touched that we loved and remembered her. Our teacher Farida remembered all of our names and everything we did in class. A couple days before leaving Tashkent I met her. She was also leaving my city to go to Russia. I remember this day as it was yesterday. I saw tears in her eyes. My teacher told me: â€Å"I know, you will do your best and achieve whatever you want. † She became very close for me because she wasn’t an ordinary teacher, she was also my friend and mentor. There’s no doubt that teachers are very important for the development of our personality. They take part in our educational and the moral foundations of our lives just as our parents do. Our first part of life is at home; as we grow up we continue our lives at school. Teachers become the next support and network by helping us to mature. That’s why becoming a teacher is a very responsible choice. Being a teacher goes beyond the delivery of the essential subject. It also means to be personally connected. Teacher is a bond between the person, who teaches knowledge to students and the person, who provide with a life experience. Also teacher tries to put themselves into the student’s shoes, share own point of view. Teacher helps a student make a decision and give new ways of looking at some experiences. If we are more aware, we have a wider disposal of choices.

The Presidio San Elizario Essay Example for Free

The Presidio San Elizario Essay It is one of the oldest communities in the El Paso Area. The community was established during the late 1700’s. A presidio was built in the area in order to protect the Spanish settlers from the attacking Apache and Comanche Indian raiders. The exact date of when the presidio of San Elizario was first built remains a debate between many local historians. One well known area historian, Metz, writes, â€Å"The original presidio was built around 1773 and that the original chapel was built of mostly adobe and some wood, and took approximately 40 years to construct. Most of the work was done by prisoners, some of them Indian, mostly Apache. (254). As noted by an online source, the presidio itself was surrounded by a double wall of adobe measuring 13 feet tall by seven feet wide. Inside were barracks for soldiers and special officer quarters. Also within the fort were family residences, corrals, store rooms, and a small chapel. This small chapel was built in a box pattern reflecting the early â€Å"European colonialism. † (San Elizario). The chapel has gone through major changes throughout its history, yet still remains close to its original location to this day. As historian John O. West notes, the San Elizario Presidio is often mistaken as a mission. However, the presidio of San Elizario was not created to convert the local natives to Christianity, but in fact was created as a fort or presidio to protect the Camino Real and other area settlements from Apache and Comanche Indian raiders. (19). An online source also notes that the presidio was involved in numerous military engagements and natural disasters which forced its movement many times throughout it’s early history. (Reyes). According to another historian, Douglas Kent Hall, â€Å"The presidio was moved 37 miles up the Rio Grande in 1780 to its current site. † (131). According to another internet source, â€Å"During the early 1830’s the unpredictable Rio Grande River changed course, virtually isolating San Elizario and its surrounding communities as an island in the middle of the Rio Grande. † (San Elizario). After the US-Mexico War of 1846-1848, the Treaty of Guadalupe Hidalgo was signed, establishing the Rio Grande River as the boundary between Texas and Mexico. This left San Elizario to become part of what is now the state of Texas. San Elizario is steeped in both Texas, and Hispanic history. Still remaining today, the San Elizario presidio and chapel has moved many times and gone through many changes since its original construction. One online source notes, in 1829, the Rio Grande flooded completely destroying the â€Å"Chapel at San Elizario. † (San Elizario). A different Website points out that the chapel that stands in the same location today was rebuilt in 1882. (Kohut). Another online source notes, the exterior has changed little from its original construction. The main difference was in the change of the front â€Å"facade,† as this added to the, â€Å"early European colonial,† influence on the contemporary construction of the time. A fire destroyed much of the interior of the chapel in 1935. The inside has undergone dramatic changes since then, again reflecting the influence of â€Å"European architectural style. † With â€Å"pressed-tin† covering the original ceiling covers and beams. Several additions have also been made to the exterior of the chapel. For instance, an orchard has been added to the east side of the chapel and the surrounding plaza. More adobe structures have also been added to the surrounding area in order to add to the formality of the area. The formal rectangular patterned streets and building orientation â€Å"reflects the elements of early Spanish colonialism. † In 1944 the chapel was repainted in order to honor the local soldiers who fought overseas in World War II. (San Elizario). A local college student writes in the Borderlands Website that a â€Å"major restoration of the chapel† began in 1993, however much work still needs to be done to the exterior walls of the structure. The Mission Trail Association, which was formed in 1986, has done much work to uphold the heritage of the chapel at San Elizario and other local Missions. Through their hard work, the Socorro and Ysleta missions, along with the San Elizario chapel have retained their beauty and strength through hundreds of years of faith and devotion. (Reyes). With the help of the Mission Trail Association and donations from tourists and local interest in its preservation, the San Elizario chapel can be a monument for many more generations to enjoy. Works Cited Hall, Douglas Kent.

Effect of Early Numeracy Learning on Numerical Reasoning

Effect of Early Numeracy Learning on Numerical Reasoning FROM NUMERICAL MAGNITUDE TO FRACTIONS Early understanding of numerical magnitude and proportion is directly related to subsequent acquisition of fraction knowledge Abstract Evidence from experiments with infants concerning their ability to reason with numerical magnitude is examined, along with the debate relating to the innateness of numerical reasoning ability. The key debate here concerns performance in looking time experiments, the appropriateness of which is examined. Subsequently, evidence concerning how children progress to reasoning with proportions is examined. The key focus of the debate here relates to discrete vs continuous proportions and the difficulties children come to have when reasoning with discrete proportions specifically. Finally, the evidence is reviewed into how children come to reason with fractions and, explicitly, the difficulties experienced and why this is the case. This is examined in the context of different theories of mathematical development, together with the effect of teaching methods. Early understanding of numerical magnitude and proportion is directly related to subsequent acquisition of fraction knowledge Understanding of magnitude and fractions is crucial in contemporary society. Relatively simple tasks such as dividing a restaurant bill or sharing cake at a birthday party rely on an understanding of these concepts in order to determine how much everyone requires to pay towards the bill or how much cake everyone can receive. Understanding of these concepts is also required to allow calculation of more complex mathematical problems, such as solving equations in statistical formulae. It is therefore evident that a sound understanding of magnitude and fractions is required in everyday life and whilst most adults take for granted the ability to calculate magnitudes and fractions, this is not so for children, who require education to allow the concepts to be embedded into their understanding. De Smedt, Verschaffel, and Ghesquià ¨re (2009) suggest that children’s performance on magnitude comparison tasks predicts later mathematical achievement, with Booth and Siegler (2008) further arguing for a causal link between early understanding of magnitude and mathematical achievement. Despite these findings, research tends to highlight problems when the teaching of whole number mathematics progresses to teaching fractions. Bailey, Hoard, Nugent, and Geary (2012) suggest that performance on fraction tasks is indicative of overall mathematics performance levels, although overall mathematical ability does not predict ability on these tasks. This article reviews the current position of research into how young children, between birth and approximately seven years of age come to understand magnitude and how this relates to the subsequent learning of fractions. By primarily reviewing research into interpretation of numerical magnitude, the first section of this paper will have a fairly narrow focus. This restriction is necessary due to the large volume of literature on the topic of infant interpretation of magnitude generally and is also felt to be appropriate due to the close link between integers, proportions and fractions. An understanding of magnitude is essential to differentiate proportions (Jacob, Vallentin, Nieder, 2012) and following the review of literature in respect of how magnitude comes to be understood, the paper will review the present situation in respect of how young children understand proportions. Finally, the article will conclude with a review of where the literature is currently placed in respect of how young children’s understanding of magnitude and proportion relates to the learning of fractions and briefly how this fits within an overall mathematical framework. Is the understanding of numerical magnitude innate? There are two opposing views in respect of the innateness of human understanding of number and magnitude. One such view suggests that infants are born with an innate ability to carry out basic numerical operations such as addition and subtraction (Wynn, 1992, 1995, 2002). In her seminal and widely cited study, Wynn (1992) used a looking time procedure to measure the reactions of young infants to both possible and impossible arithmetical outcomes over three experiments. Infants were placed in front of a screen with either one or two objects displayed. A barrier was then placed over the screen, restricting the infants’ view, following which an experimenter either â€Å"added† or â€Å"removed† an item. The infants were able to see the mathematical operation taking place due to a small gap at the edge of the screen which showed items being added or subtracted, but were not able to view the final display until the barrier was removed. Following the manipulation and r emoval of the barrier, infants’ looking times were measured and it was established that overall infants spent significantly more time looking at the impossible outcome than the correct outcome. These results were assumed to be indicative of an innate ability in human infants to manipulate arithmetical operations and, accordingly, distinguish between different magnitudes. The suggestion of an innate human ability to manipulate arithmetical operations is given further credence by a number of different forms of replication of Wynn’s (1992) original study (Koechlin, Dehaene, Mehler, 1997; Simon, Hespos, Rochat, 1995). Feigneson, Carey, and Spelke (2002) and Uller, Carey, Huntley-Fenner, and Klatt (1999) also replicated Wynn, although interpreted the results as being based on infant preference for object-based attention as opposed to an integer-based attention. Despite replications of Wynn (1992), a number of studies have also failed to replicate the results, leading to an alternative hypothesis. Following a failure to replicate Wynn, Cohen and Marks (2002) posit that infants distinguish magnitude by favouring more objects over less and also display a preference towards the number of objects which they have initially been presented, regardless of the mathematical operation carried out by the experimenter. This suggestion arises from the results of an experiment where Wynn’s hypothesis of innate mathematical ability was tested against the preference hypothesis noted above. Further evidence against Wynn (1992) exists following an experiment by Wakeley, Rivera, and Langer (2000), who argue that no systematic evidence of addition and subtraction exists, instead the ability to add and subtract progressively develops during infancy and childhood. Whilst this does not specifically support Cohen and Marks, it does cast doubt on basic arithme tical skills and, accordingly, the ability to work with magnitude existing innately. How do children understand magnitude as they age? By six-months old, it is suggested that infants employ an approximate magnitude estimation system (McCrink Wynn, 2007). Using a looking-time experiment to assess infant attention to displays of pac-men and dots on screen, infants appeared to attend to novel displays with a large difference in ratio (2:1 to 4:1 pac-men to dots, 4:1 to 2:1 pac-men to dots), with no significant difference in attention times to novel stimuli with a closer ratio (2:1 to 3:1 pac-men to dots, 3:1 to 2:1pac-men to dots). These results were interpreted to exemplify an understanding of magnitudes with a degree of error, a pattern already existing in the literature on adult magnitude studies (McCrink Wynn, 2007). Unfortunately, one issue in respect of interpreting the results of experiments with infants is that they cannot explicitly inform experimenters of their understanding of what has happened. It has been argued that experiments making use of the looking-time paradigm cannot be properly understood as exp erimenters must make an assumption that infants will have the same expectations as adults, a matter which cannot be appropriately verified (Charles Rivera, 2009; K. Mix, 2002). As children come to utilise language, words which have a direct relationship to magnitude (eg., â€Å"little,† â€Å"more,† â€Å"lots†) enter into their vocabulary. The use of these words allows researchers to investigate how they come to form internal representations of magnitude and how they are used to explicitly reveal understanding of such magnitudes. Specifically isolating the word â€Å"more†, children appear to develop an understanding of the word as being comparatively domain neutral (Odic, Pietroski, Hunter, Lidz, Halberda, 2013). In an experiment requesting children aged 2.0 – 4.0 (mean age = 3.2) to distinguish which colour on pictures of a set of dots (numeric task) or blobs of â€Å"goo† (non-numeric task) represented â€Å"more†, it was established that no significant difference exists between performance on both numeric and non-numeric tasks. In addition, it was found that children age approximately 3.3 years and above performed significantly above chance, whereas those children below 3.3 years who participated did not. This supports the assertion that the word â€Å"more† is understood by young children as both comparative and in domain neutral terms not specifically related to number or area. It could also be suggested that it is around the age of 3.3 years when the word â€Å"more † comes to hold some sort of semantic understanding in relation to mathematically based stimuli (Odic et al., 2013). It is difficult to compare this study to that of McCrink and Wynn (2007) due to the differing nature of methodology. It would certainly be of interest to researchers to investigate the possibility of some sort of comparison research, however, as it is unclear how the Odic et al. (2013) study fits with the suggestion of an approximate magnitude estimation system, notwithstanding the use of language. Generally, children understand numerical magnitude on a logarithmic basis at an early age, progressing to a more linear understanding of magnitude as they age (Opfer Siegler, 2012), a change which is beneficial. It is suggested that the more linear a child’s mental representation of magnitude appears, the better their memory for magnitudes will be (Thompson Siegler, 2010). There are a number of reasons for this change in understanding, such as socioeconomic status, culture and education (Laski Siegler, in press). In the remainder of this section, the understanding of magnitude in school age children (up to approximately seven years old) is reviewed, although only the effect of education will be referred to. The remainder of the reasons are noted in order to exemplify some issues which can also have an impact on children’s development of numerical magnitude understanding. As children age, the neurological and mental representations of magnitude encompass both numeric and non-numeric stimuli in a linear fashion (Opfer Siegler, 2012). On this basis, number line representations present a reasonable method for investigation of children’s’ understanding of magnitude generally. One method for examining number line representations of magnitude in children uses board games in which children are required to count moves as they play. Both prior to and subsequent to playing the games, the children involved in the experiment are then presented with a straight line, the parameters of which are explained, and requested to mark on the line where a set number should be placed. This allows researchers to establish if the action of game playing has allowed numerical and/or magnitude information to be encoded. In an experiment of this nature with pre-school children (mean age 4 years 8 months), Siegler and Ramani (2009) established that the use of a linea r numerical board game (10 spaces) enhanced children’s understanding of magnitude when compared to the use of a circular board game. It is argued that the use of a linear board game assists with the formation of a retrieval structure, allowing participants to encode, store and retrieve magnitude information for future use. Similar results have subsequently been obtained by Laski and Siegler (in press), working with slightly older participants (mean age 5 years 8 months), who sought to establish the effect of a larger board (100 spaces). In this case, the structure of the board ruled out high performance based on participant memory of space location on the board. In addition, verbalising movements by counting on was found to have a significant impact on retention of magnitude information. A final key question relating to understanding of magnitude relates to the predictive value of current understanding on future learning. When education level was controlled for, Booth and Siegler (2008) found a significant correlation between the pre-test numerical magnitude score on a number line task and post-test scores of 7 year-olds on both number line tasks and arithmetic problems, This discovery has been supported by a replication by De Smedt et al, (2009) and these findings together suggest that an understanding of magnitude is fundamental in predicting future mathematical ability. It is also clear that a good understanding of magnitude will assist children in subsequent years when the curriculum proceeds to deal more comprehensively with matters such as proportionality and fractions. From numerical magnitudes to proportions Evidence reviewed previously in this article tends to suggest that children have the ability to distinguish numerical magnitudes competently by the approximate age of 7 years old. Unfortunately, the ability to distinguish between magnitudes does not necessarily suggest that they are easily reasoned with by children. Inhelder and Piaget (1958) first suggested that children were unable to reason with proportions generally until the transition to the formal operational stage of development, at around 11-12 years of age. This point is elucidated more generally with the argument that most proportional reasoning tasks prove difficult for children, regardless of age (Spinillo Bryant, 1991). However, more recent research has suggested that this assertion does not strictly hold true, with children as young as 4 and 5 years old able to reason proportionally (Sophian, 2000). Recent evidence suggests that the key debate in terms of children’s ability to reason with proportions concerns t he distinction between discrete quantities and continuous quantities. Specifically, it is argued that children find dealing with problems involving continuous proportions simpler than those involving discrete proportions (Boyer, Levine, Huttenlocher, 2008; Jeong, Levine, Huttenlocher, 2007; Singer-Freeman Goswami, 2001; Spinillo Bryant, 1999). In addition, the â€Å"half† boundary is also viewed as being of critical importance in children’s proportional reasoning and understanding (Spinillo Bryant, 1991, 1999). These matters and suggested reasons for the experimental results are now discussed. Proposing that first order relations are important in children’s understanding of proportions, Spinillo and Bryant (1991) suggest that children should be successful in making judgements on proportionality using the relation â€Å"greater than†. In addition, it is suggested that the â€Å"half† boundary also has an important role in proportional decisions. Following an experiment which requested children make proportional judgements about stimuli which either crossed or did not cross the â€Å"half† boundary, it was found that children aged from approximately 6 years were able to reason relatively easily concerning proportions which crossed the â€Å"half† boundary. From these results, it was drawn that children tend to establish part-part first order relations to deal with proportion tasks (eg. reasoning that one box contains â€Å"more blue than white† bricks). It was also suggested that the use of the â€Å"half† boundary formed a fi rst reference to children’s understanding of part-whole relations (eg. reasoning that a box contained â€Å"half blue, half white† bricks). No express deviation from continuous proportions was used in this experiment and, therefore, the only matter which can be drawn from this result is that children as young as 6 years old can reason about continuous proportions. In a follow up experiment, Spinillo and Bryant (1999) again utilised their â€Å"half† boundary paradigm with the addition of continuous and discrete proportion conditions. Materials used in the experiment were of an isomorphic nature. The results broadly mirrored Spinillo and Bryant’s (1991) initial study, in which it was noted that the â€Å"half† boundary was important in solving of proportional problems. This also held for discrete proportions in the experiment despite performance on these tasks scoring poorly overall. Children could, however, establish that half of a continuous quantity is identical to half of a discrete quantity, supporting the idea that the â€Å"half† boundary is crucial to reasoning about proportions (Spinillo Bryant, 1991, 1999). Due to the similar nature of materials used in this experiment, a further research question was posited in order to establish whether a similar task with non-isomorphic constituents would have any impac t on the ability of participants to reason with continuous proportions (Singer-Freeman Goswami, 2001). Using models of pizza and chocolates for the continuous and discrete conditions respectively, participants carried out a matching task where they were required to match the ratio in the experimenters’ model with their own in either an isomorphic (pizza to pizza) or non-isomorphic (chocolate to pizza) condition. In similar results to the previous experiments, it was found that participants had less problems dealing with continuous proportions than discrete proportions. In addition, performance was superior in the isomorphic condition compared to the non-isomorphic condition. An interesting finding, however, is that problems involving â€Å"half† were successfully resolved, irrespective of condition, further adding credence to the importance of this feature. Due to participants in this experiment being slightly younger than those in Spinillo and Bryant’s (1991, 1999) experiments, it is argued that the â€Å"half† boundary may be used for proportional reasoning tasks at a very early age (Singer-Freeman Goswami, 2001). In addition to the previously reviewed literature, there is a vast body of evidence the difficulty of discrete proportional reasoning compared to continuous proportional reasoning in young children. Yet to be identified, however, is a firm reason as to why this is the case. Two specific suggestions as to why discrete reasoning appears more difficult than continuous reasoning are now discussed. The first suggestion is based on a theory posited by Modestou and Gagatsis (2007) related to the improper use of contextual knowledge. An error occurs when certain knowledge, applicable to a certain context, is used in a setting to which it is not applicable. A particular problem identified with this form of reasoning is that it is difficult to correct (Modestou Gagatsis, 2007). This theory is applied to proportional reasoning by Boyer et al, (2008), who suggest that the reason children find it difficult to reason with discrete proportions is because they use absolute numerical equivalence to explain proportional problems. Continuous proportion problems are presumably easier due to the participants using a proportional schema to solve the problem, whereas discrete proportions are answered using a numerical equivalence schema where it is not applicable. An altogether different suggestion for the issue is made by Jeong et al, (2007), invoking Fuzzy trace theory (Brainerd Reyna, 1990; Reyna Brainerd, 1993). The argument posited is that children focus more on the number of target partitions in the discrete task, whilst ignoring the area that the target partitions cover. It is the area that is of most relevance to the proportion task and, therefore, focussing on area would be the correct outcome. Instead, children appear to instinctively focus on the number of partitions, whilst ignoring their relevance (Jeong et al., 2007), thereby performing poorly on the task. From proportions to fractions In tandem with children’s difficulties in relation to discrete proportions, there is a wealth of evidence supporting the notion that fractions prove difficult at all levels of education (Gabriel et al., 2013; Siegler, Fazio, Bailey, Zhou, 2013; Siegler, Thompson, Schneider, 2011). Several theories of mathematical development exist, although only some propose suggestions as to why this may be the case. The three main bodies of theory in respect of mathematical development are privileged domain theories (eg. Wynn, 1995b), conceptual change theories (eg. Vamvakoussi Vosniadou, 2010) and integrated theories (eg, Siegler, Thompson, Schneider, 2011). In addition to the representation of fractions within established mathematical theory, a further dichotomy exists in respect to how fractions are taught in schools. It is argued that the majority of teaching of fractions is carried out via a largely procedural method, meaning that children are taught how to manipulate fractions with out being fully aware of the conceptual rules by which they operate (Gabriel et al., 2012). Discussion in this section of the paper will focus on how fractions are interpreted within these theories, the similarities and differences therein, together with how teaching methods can contribute to better overall understanding of fractions. Within privileged domain theories, development of understanding of fractions is viewed as secondary to and inherently distinct from the development of whole numbers (Leslie, Gelman, Gallistel, 2008; Siegler et al., 2011; Wynn, 1995b). As previously examined, it is argued that humans have an innate system of numerical understanding which specifically relates to positive integers, he basis of privileged domain theory being that positive integers are â€Å"psychologically privileged numerical entities† (Siegler et al., 2011, p. 274). Wynn (1995b) suggests that difficulty exists with learning fractions due to the fact that children struggle to conceive of them as discrete numerical entities. This argument is similar to that of Gelman and Williams (1998, as cited in Siegler et al., 2011) who suggest that the knowledge of integers presents barriers to learning about other types of number, due to distinctly different properties (eg. assumption of unique succession). Presumably, priv ileged domain theory views the fact that integers are viewed as being distinct in nature from any other type of numerical entity is the very reason for children having difficulty in learning fractions, as their main basis of numerical understanding prior to encountering fractions is integers. Whilst similar to privileged domain theories in some respects, conceptual change theories are also distinct. The basis of conceptual change theories is that concepts and relationships between concepts are not static, but change over time (Vamvakoussi Vosniadou, 2010). In essence, protagonists of conceptual change do not necessarily dismiss the ideas of privileged domain theories, but allow freedom for concepts (eg. integers) and relationships between concepts (eg. assumption of unique succession) to be altered in order to accommodate new information, albeit that such accommodation can take a substantial period of time to occur (Vamvakoussi Vosniadou, 2010). Support for conceptual change theory is found in the failure of children to comprehend the infinite number of fractions or decimals between two integers (Vamvakoussi Vosniadou, 2010). It is argued that the reason for this relates to the previously manifested knowledge of integer relations (Vamvakoussi Vosniadou, 2010) and that it is closely related to a concept designated as the â€Å"whole number bias† (Ni Zhou, 2005). The â€Å"whole number bias† can be defined as a tendency to utilise schema specifically for reasoning with integers to reason with fractions (Ni Zhou, 2005) and has been referred to in a number of studies as a possible cause of problems for children’s reasoning with fractions (eg. Gabriel et al., 2013; Meert, Grà ©goire, Noà «l, 2010). Siegler et al, (2011) propose an integrated theory to account for the development of numerical reasoning generally. It is suggested by this theory that the development of understanding of both fractions and whole numbers occurs in tandem with the development of procedural understanding in relation to these concepts. The theory claims that â€Å"numerical development involves coming to understand that all real numbers have magnitudes that can be ordered and assigned specific locations on number lines† (Siegler et al., 2011, p. 274). This understanding is said to occur gradually by means of a progression from an understanding of characteristic elements (eg. an understanding that whole numbers hold specific properties distinct from other types of number) to distinguishing between essential features (eg. different properties of all numbers, specifically their magnitudes) (Siegler et al., 2011). In contrast to the foregoing privileged domain and conceptual change theories, the inte grated theory views acquisition of knowledge concerning fractions as a fundamental course of numerical development (Siegler et al., 2011). Supporting evidence for this theory comes from Mix, Levine and Huttenlocher (1999), who report an experiment where children successfully completed fraction reasoning tasks in tandem with whole number reasoning tasks. A high correlation between performances on both tasks is reported and it is suggested that this supports the existence of a shared latent ability (Mix et al., 1999). One matter which appears continuously in fraction studies is the pedagogical method of delivering fraction education. A number of researchers have argued that teaching methods can have a significant impact on the ability of pupils to acquire knowledge about fractions (Chan, Leu, Chen, 2007; Gabriel et al., 2012). It is argued that the teaching of fractions falls into two distinct categories, teaching of conceptual knowledge and teaching of procedural knowledge (Chan et al., 2007; Gabriel et al., 2012). In an intervention study, Gabriel et al, (2012) segregated children into two distinct groups, the experimental group receiving extra tuition in relation to conceptual knowledge of fractions, with the control group following the regular curriculum. The experimental results suggested that improved conceptual knowledge of fractions (eg. equivalence) allowed children to perform better when presented with fraction problems (Gabriel et al., 2012). This outcome supports the view that more ef fort should be made to teach conceptual knowledge about fractions, prior to educating children about procedural matters and performance on fractional reasoning may be improved. Conclusion and suggestions for future research In this review, the process of how children come to understand and reason with numerical magnitude, progressing to proportion and finally fractions has been examined. The debate concerning the innateness of numerical reasoning has been discussed, together with how children understand magnitude at a young age. It has been established that children as young as six months old appear to have a preference to impossible numerical outcomes, although it remains unclear as to why this is. The debate remains ongoing as to whether infants are reasoning mathematically, or simply have a preference for novel situations. Turning to proportional reasoning, evidence suggests a clear issue when children are reasoning with discrete proportions as opposed to continuous ones. Finally, evidence concerning how children reason with fractions and the problems therein was examined in the context of three theories of mathematical development. Evidence shows that all of the theories can be supported to some ext ent. A brief section was devoted to how teaching practice effects children’s learning of fractions and it was established that problems exist in terms of how fractions are taught, with too much emphasis placed on procedure and not enough placed on conceptual learning. With the foregoing in mind, the following research questions are suggested to be a good starting point for future experiments: How early should we implement teaching of fraction concepts? Evidence from Mix et al, (1999) suggests that children as young as 5 years old can reason with fractions and it may be beneficial to children’s education to teach them earlier; Should fractions be taught with more emphasis on conceptual knowledge? References Bailey, D. H., Hoard, M. K., Nugent, L., Geary, D. C. (2012). Competence with fractions predicts gains in mathematics achievement. Journal of Experimental Child Psychology, 113, 447–455. Booth, J., Siegler, R. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79, 1016–1031. Boyer, T. W., Levine, S. C., Huttenlocher, J. (2008). Development of proportional reasoning: where young children go wrong. Developmental Psychology, 44, 1478–1490. Brainerd, C. J., Reyna, V. F. (1990). Inclusion illusion: Fuzzy-trace theory and perceptual salience effects in cognitive development. Developmental Review, 10, 363–403. Chan, W., Leu, Y., Chen, C. (2007). Exploring Group-Wise Conceptual Deficiencies of Fractions for Fifth and Sixth Graders in Taiwan. The Journal of Experimental Education, 76, 26–57. Charles, E. P., Rivera, S. M. (2009). Object permanence and method of disappearance: looking measures further contradict reaching measures. Developmental Science, 12, 991–1006. Cohen, L. B., Marks, K. S. (2002). How infants process addition and subtraction events. Developmental Science, 5, 186–201. De Smedt, B., Verschaffel, L., Ghesquià ¨re, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of Experimental Child Psychology, 103, 469–479. Feigenson, L., Carey, S., Spelke, E. (2002). Infants’ discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33–66. Gabriel, F., Cochà ©, F., Szucs, D., Carette, V., Rey, B., Content, A. (2012). Developing children’s understanding of fractions: An intervention study. Mind, Brain, and Education, 6, 137–146. Gabriel, F., Cochà ©, F., Szucs, D., Carette, V., Rey, B., Content, A. (2013). A componential view of children’s difficulties in learning fractions. Frontiers in psychology, 4(715), 1–12. Geary, D. C. (2006). Development of mathematical understanding. In D. Kuhn, R. Siegler, W. Damon, R. M. Lerner (Eds.), Handbook of child psychology: Vol 2, Cognition, Perception and Language (6th ed., pp. 777–810). Chichester: John Wiley and Sons. Inhelder, B., Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. London: Basic Books. Jacob, S. N., Vallentin, D., Nieder, A. (2012). Relating magnitudes: the brain’s code for proportions. Trends in cognitive sciences, 16, 157–166. Jeong, Y., Levine, S. C., Huttenlocher, J. (2007). The development of proportional reasoning: Effect of continuous versus discrete quantities. Journal of Cognition and Development, 8, 237–256. Koechlin, E., Dehaene, S., Mehler, J. (1997). Numerical transformations in five-month-old human infants. Mathematical Cognition, 3, 89–104. Laski, E. V, Siegler, R. S. (in press). Learning from number board games: You learn what you encode. Developmental Psychology. Leslie, A. M., Gelman, R., Gallistel, C. R. (2008). The generative basis of natural number concepts. Trends in Cognitive Sciences, 12, 213–218. McCrink, K., Wy

A Comparison of Civilization in The Oresteia and Miltons Paradise Lost :: comparison compare contrast essays

Civilization in The Oresteia and Paradise Lost      Ã‚  Ã‚  Ã‚  Ã‚   The continual search for a perfect civilization marks the history of human progress. From Plato to Locke to Marx, man has sought to order society to provide justice for himself and his children. In this quest for paradise, myths of primitivity help describe how social institutions can direct humans away from their temptations toward higher goals. In Aeschylus' The Oresteia and John Milton's Paradise Lost, human civilization is viewed as an imperfect balance of opposites which helps combat man's tendencies toward barbarism and misogyny.    For Aeschylus, successful civilization defines itself not by complete devotion to Fate or the gods; instead, society forms "the ultimate product of conflict between opposing forces" in which violence and antisocial behavior are repressed through a "hierarchization of values" (Zeitlin 1). The social myth of The Oresteia is viewed not as a historical reality but as a useful symbol - a consideration of humans run amok as the social institutions of family and government give way to a cycle of destructive violence. The trilogy sets justice, family, and city against revenge and ambition in a test of whether any social institution can survive in the face of a threat to its supremacy.    In contrast, the strongly Puritan John Milton describes the structure of society as a least among evils; it forms the "scaffolding" which, "when the building is finished," is only a "troublesome disfigurement" to man's own ability for good (Milton The Reason of Church-government qtd. in Fish 534). The conflict in Paradise Lost juxtaposes man's submission and faith with his sensuousness and ignorance. The Coming of the Son promises the final solution to man's problems and an end to this "clash of values" (Fish 536). Yet until the Resurrection, the Fortunate Fall leaves lasting marks on human civilization that are dramatically portrayed as cracks in the veneered perfection of mythic Eden.    The gorgeous garden belies the theological chasm that separates man from his Creator. Humans cannot accept the command to "be lowly wise" (PL VIII.173). When Adam promises to avoid "obscure and subtle" (PL VIII.192) thought, he acknowledges that "apt the mind or fancy is to rove/Unchecked" (PL VIII.

Korematsu vs. United States :: essays research papers

Fred Korematsu was born in the U.S. in 1919. His parents were born in Japan. Since he was born in the U.S. he was a citizen. He grew up like a normal kid in California. As he grew up, his life was normal, until the attack on Pearl Harbor on December 7, 1942. After the bombing of Pearl Harbor, Japanese Americans were regarded as a threat to the U.S. President Roosevelt issued Executive Order 9066, also know as the Exclusion Order. This Order stated that any descendents or immigrants from enemy nations who might be a threat to U.S. security will report to assembly centers for Internment. There were no trials or hearings. They were forced to evacuate and many lost their homes and their businesses. Fred Korematsu refused to go. He was a U.S. citizen. Fred Korematsu was grabbed by police, handcuffed, and taken to jail. His crime -- defying President Franklin Roosevelt's order that American citizens of Japanese descent report to internment camps This action violated Korematsu’s basic constitutional rights. The fourth amendment states, "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated; and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched and the persons or things to be seized." The government’s actions clearly stepped over the boundaries of the constitution. As a U.S. citizen he should not have been pushed around like that. Korematsu decided to take his case to the court. Korematsu’s case first went to regional court. After being turned down there, he then went to the court of appeals. Being turned down there also, his lawyer appealed to the Supreme Court while he was held in the relocation camp. The Supreme Court decided to take his case, but then made the wrong worst decision ever. They decided to uphold the other courts’ decisions by a vote of six to three. Korematsu lost his case. After the war ended, the internment haunted the nation's conscience as well. In 1948 Congress took the first step in making amends, enacting the Japanese American Evacuation Claims Act to provide some monetary compensation to those who had lost homes and businesses because of the order. In 1980, Congress again opened the internment issue, and this time a stream of witnesses testified, many of them for the first time, of the hardships and psychological trauma they had suffered.

The House Of The Seven Gables Essays -- essays research papers

Hawthorne’s The House of the Seven Gables The mood of Hawthorne’s The House of the Seven Gables is dark, and painstakingly creepy and slow. The story centers around the murders of two men, centuries ago, the curse that was placed upon the house as a result of that conflict, and the repercussions to the current generation. The overall story is like that of a nightmare of total and complete oppressive darkness. Not so much the fright that results from images of goblins and monsters, but that feeling of being scared of the dark; not because of what is there, but because of what you don’t know is there. Hawthorne sets this mood by describing the events that triggered the curse placed upon the Pyncheon mansion in the very first chapter, but never reveals more than a piece of the motivations and consequences at a time, throughout the remainder of the story. The descriptions of the house deteriorating throughout the years covered in the book establishes the sensation of the endless nightmare – that despite mortal man, the house remains as it was from the day it was erected and only the outward appearance changes. . In fact, as the story centralizes around the curse placed upon the house, it is almost the main attraction of the story, the other characters only playing supporting roles to show the potency of the dark power that the house holds on members of the Pyncheon dynasty. Because Hawthorne gives the house human characteristics, â€Å"So much of mankind’s varied experien...

Discuss Proto-Luke Theory Essay

Whilst other scholars had previously thought of Mark’s Gospel as the foundation for Luke, B.H. Streeter refutes these views and suggests the opposite. He named this theory ‘Proto-Luke’, which suggests that while putting together his gospel, Luke wrote an early draft which was primarily made up of Q and L sources, before he became acquainted with Mark. This Marcan material was used as a secondary source, which was later slotted into an existing composition, which makes up the present gospel. The previous draft, which excluded any Marcan content, was dubbed Proto-Luke. Arguments supporting Streeter’s hypothesis include the very structure of Luke’s Gospel. Rather than interweaving the Q, L and Marcon sources together, the gospel alternates between five large blocks from Mark and the smoothly flowing Q and L sections. â€Å"Mark is a quarry from which stone is obtained to enlarge an existing building.† – Taylor. How Q and L are combined together suggests they were used in harmony with each another, which agrees with the Proto-Luke theory. It seems that Luke used Q to carefully select sayings of Jesus which would expand his own research. However, material sourced from Mark is dropped in without mixing with Q and L information. The scholar Taylor argues that when we exclude the Marcan content, the Q and L material flows in a understandable way, a so-called ‘relative continuality’. Therefore, the suggestion that a Proto-Luke version of the gospel existed prior to the introduction of Mark is a perfectly acceptable argument. Stanton applied this to the passion narrative by removing the Marcan verses and found that from Luke 22:14 and 23:53, (163 verses), only twenty were totally dependant on Mark. â€Å"If they are removed we still seem to have a coherent non-Marcan passion narrative.† – Stanton. The beginning and ending of Luke’s Gospel contain no material drawn from Mark. If Luke already had a gospel before he came across the Marcan material, then it makes sense that he would leave his own introduction and conclusions untouched whilst editing the middle in order to insert blocks from Mark. However, Stanton notes that Proto-Luke may have begun at 3:1, due to the formal introduction: â€Å"In the fifteenth year of the reign of Tiberius Caesar†¦Ã¢â‚¬  The fact that Luke omits so much of Mark, which accounts for a third of Luke, may suggest that he is giving priority to his original Proto-Luke limitations. Stanton talks of Luke’s disloyalty to his Marcan source: â€Å"At many points, [only two of which can be mentioned here,] Luke’s gospel seems to betray its Marcan basis†. If Mark was Luke’s framework for his gospel, how can we explain the omission of this much Marcan material? Another point to consider is the restrictions of writing on a papyrus scroll, the length of this would limit the degree to which Luke could supp lement Proto-Luke with Marcan information. On the other hand, many arguments discredit the Proto-Luke hypothesis. As of yet, scholars cannot agree on the verses that came from Mark and the verses which belong to Q and L, but the scholar Tuckett has claimed to have identified phrases from Mark in amongst blocks of Q and L. If he is correct in these claims then the Proto-Luke theory is doubtful. Having said that it may have been possible for Q and L to have existed in a coherent order without any Marcan material, there are still holes in the narrative flow that Q and L create. This point can lend itself to arguments against Proto-Luke, leading some scholars to call it â€Å"an amorphous collection†. If it doesn’t read like a single document, then perhaps Proto-Luke never existed. For example, between 8:3 and 9:51, when Marcan material is removed, an awkward gap is revealed, as there is nothing about Jesus’ time in Galilee. Discontinuity like this in Proto-Luke goes against the hypothesis that it ever existe d. Another view twists one particular argument in favour of Proto-Luke; about how Q and L are combined, with Marcan content awkwardly slotted in. We are familiar with Luke’s compositional style, it is also seen in Acts, which features abrupt shifts between the â€Å"we† sections and the rest of the gospel. There are also suggestions that the infancy narrative may have been added to Luke later, as it doesn’t seem to fit with the rest of the Gospel. These features of Luke’s writing indicate his tendency to throw his various sources of information together. Then this style may not have been unique to the Marcan material that Luke supposedly added to his Proto-Luke draft. Maybe this is just how Luke prefers to set out all of his writing? Hence, the proto-Luke theory looses credibility if this is simply the manner in which Luke constructs all his documents. Luke may have felt that Mark’s Gospel was too important to alter in any way, so he slotted it into his Gospel in the same manner he did with other important sources. Scholars such as Fitzmyer propose that certain doublets in the Marcan material can show that Mark was actually a primary source. There are a number of repeated, similar phrases, for example â€Å"to all those who have more will be given, but for those who have nothing even what they have will be taken away† features in 8:18 and 19:26. When this happens, one version of the phrase comes from Mark and the other originates from ‘Q’ (shared with Matthew). When we tally up where all of these phrases come from, most are sourced from Mark, leading the theory that Mark was actually an early framework for Luke’s Gospel. Whilst piecing his gospel together, Luke may simply have decided to use Mark in block form; however that does not mean that Marcan material was added in later, in a two-stage composition (as noted by Taylor). Guthrie commented on this hypothesis, and said that although it had grounding, it was too weak to justify a full inquiry: â€Å"although the hypothesis may have explained certain features in the disruption of Luke, it cannot be said that features demand the hypothesis†.

BTEC Unit

Complete all columns In the dining table below. Functions/s knock offs of solicitude Functions/skills of attractership Differences amid talk limitsment and leaders Planning Identifying lendloads, responsibilities, collective aims. commission trade union movements and responsibleness and ensuring employees graze together to realise personal and workforce goals. Planning Staffing requirements and Rotas Recruitment, pick & trainment. pedagogy & engenderment. Performance appraisal. Supervision leadership Communication Ensuring employees atomic number 18 performing their constituents withal high standard.Taking capillary treat if and when unavoidable Ensuring legal obligations are met Setting objectives for the ag company and the individual Planning SMART objectives and qualification convinced(predicate) the aggroup are aware(p) of them and motivated to agree them. Communicating and ensuring return channels of communication. Team Building reenforcement squa d members to chance on the goal as a collective Evaluating performance and victimisation training to bear team members to body-build on weaknesses. Motivating members of the team done smaller goals, praise, and reinforcement. Organizing and ensuring t palpebra strengths and weaknesses of the team re accounted for.Showing commitment and enthusiasm and working inwardly the team to support its members to r to each(prenominal) one their objective. Being a leader is a skill of a good manager however you rump be a manager without existence a leader. Some managers gage diagnose workloads, delegate and supervise altogether if they do non inspire, motivate and lead military issueively. In some cases the pretermit of leadership keister be negated by a whole and motivated team however in in the buff(prenominal) cases It brush aside amaze a team to fracture and not pull ahead to meet their objective. offspring 2, AC 1- pen dubiety suck the methods of allocating work t o others?why is broadcastning and agreement of these big? In order to share work to teams and individuals, you ingest to decide with your team how to distrisolelye tasks and responsibilities. You fate to make sure this allocation makes surpass use of their strengths, and provides opportunities for employees to learn and violate in their roles. You need to make it sack up what is evaluate of team members and check their commitment to their work. By planning this with team members both as a group and individually you testament promote ownership of roles and increase each members dedication to meeting their individual and group objectives.Team members net request training to develop their friendship and aspire towards to a greater extent than responsibility and greater tasks. Outcome 2, AC 2 table Complete all columns within the table below. Types of impinge Ways of managing employment Outcomes to managing conflict in this mood 1 . Interdependence Conflicts. For exampl e key actor / case holder, both employees rely on the other to complete their tasks so they can effectively complete theirs. If one person in this relationship does not do their work the other cannot complete theirs. 2. Differences in Style.Employees whitethorn throw away antithetical priorities or ideas around what s important when terminate a task. They may be goal or person orientated. Neither may be wrong however lack of fellow feeling of working styles can cause conflict. 3. Differences in Background/Gender. Conflicts can scrape up between people because of differences in educational backgrounds, personal experiences, ethnic heritage, gender and semipolitical preferences. 4. Differences in Leadership. Employees who sort from one leader to another can become distressed and irritated by the different leadership styles.They may be use to a directive leader and find it delicate to manage a more nurturing attack Having a quiet word probe the problem informally Using int erior procedures for example, company procedures for dealing with grievances Improving the way you communicate and consult with employees Team Meetings This can sometimes resolve a conflict without the need for escalation This may be a supervisor or manager canvas the cause of conflict and taking action without the need for official procedures.This is a more formal route and entrust take aim the manager and any HER or conglutination representatives. A formal outcome give be make headwayed up to and including dismissal. The companys overall goals. Allows provide to air their grievances in a official and constructive manner. Why is it important that you make love causes of conflict within a team? Motivation drops fewer people provide to take on new tasks and on that point is flyspeck employee input at stave meetings or handovers. Behavior changes people dismount to make derogatory remarks towards each other and a gardening of gossip, and back incisive is created.Product ivity falls there are apt(predicate) to be more queries and complaints if people are not cooperating with each other. Sickness absence seizure increases unhappiness may lead to depression, or avoidable sickness. Unit 1 Outcome 2, AC 3 compose school principal Analyses the link between leadership skills and demand? Motivation is goal-oriented port, and leaders influence behavior to and therefore whether or not employees achieve goals. To promote and uphold motivation on the part of employees, leaders carefully manage individual and organizational performance to reach goals that are clearly achievable.Motivation requires employees to believe that they can accomplish the task. Individuals are less seeming to work toward a goal if it has little or no probability of success. powerful leaders communicate with employees to measure levels of maturity, kill and self-esteem. They promote the training, support and coaching prerequisite to build effrontery and develop mission-essenti al skills. useless leaders have the opposite effect they belittle employees and their work and dont train or nurture employees so the presumable bully of them buying into and ultimately achieving the goal is significantly reduced.Outcome 3, AC 1 written question Delegation is a way of get a joke done by someone else. This does not hatch allowing anybody to do your subcontract as you dont want to but adverting the appropriate person to complete a task effectively, allowing you to strategically manage. To ensure representation is effective the following criteria must be met Staff know what is wanted of them They have the authority to achieve it they know how to do it. They can make decisions and complete the task whilst meeting the aims of the company.Unit 1 Outcome 3, AC 2 written question pick up shipway of coordinating delegated work? later delegating work it is important to dumbfound in control and coordinate the work whilst refraining from stifling ply and dicta ting what they do. Ask for perpetual feedback, weather daily weekly or monthly and be prepared to instill and guide lag as tumefy as old them accountable for their actions and work. reasoned communication skills are imperative as when coordinating delegated work this may mean coordinating the work of multiple staff members across several teams.Arrange and chair meetings between all parties and ensure that communication if fluid between individuals as well as with management. If any of your staff falls picayune of your expectations, by macrocosm irresponsible or not completing a task, exchange that person. On the other hand, if any of them does a good Job, praise, motivate, and increase the self confidence of that person. Outcome 3, AC 3 written question Analyses possible psychological barriers to delegation? Feeling of superiority Managers may observe that they should be seen to have the more important or managerial tasks as this will Justify their position.Fear of expos ure Senior staff may disembodied spirit that if they delegate their workload and it is easily achieved by staff members then they will be seen as unimportant or at risk of employees trying to take their Job as it is achievable. Feeling of indispensability If their Job can be done by someone else they may become unnecessary and less needed or important to the companies objectives. Unit 1 Outcome 4, AC 1 written question get wind the value of setting concur work objectives with team members?Setting objectives in source with the supervisor allows staff the prospect to distil the way the Job gets done, raise concerns or ideas about what is to be accomplished. Sharing the load increases the staff members commitment and motivation to achieve the agreed objectives. Ensures that the staff member agnize what the allocate their time and resources effectively. Provides a clear recogniseing of how the work will be metric and evaluated, enabling the staff member to assess their win pe rformance, and make any improvements where required.Outcome 4, AC 2 table Ways of providing support to meet work objectives with team members Benefits to each type of support Induction Training Supervision Appraisal If every new starter completes a clear and house-to-house training programmer then they will be supported to fully understand the companys aims and how their role meets these aims. They will know what is judge of them and how to fulfill each task. Training develops knowledge and in addition provides refreshers to employees throughout their career. It reminds them not only of what to do but how to do it.Supervision takes place regularly and gives supervisor and supervise the opportunity to reflect on the supervises work practices, identify any areas which the supervise needs superfluous support or training. Allows the employee to reflect and develop a personal development plan which will outline objectives for the following year. It also enables the employer to make the Outcome 5, AC 1 written question Outline ways of developing a feeling culture in the body of work? Lead by example Employees take the lead from their manager. By showing a positive applicative and problem solving approach it is likely that employees will follow this example.Training This supports employees to understand the companys objectives, how their role meets these objectives and supports them to have the knowledge and ability to meet their own criteria. Involve staff The more staff are involved and consulted the more ownership they will take of a project. This goes on to increase their drive dedication and commitment to meeting the goals of the company. Try different approaches If something isnt working dont be afraid to change it. This promotes problem solving and creativity. Outcome 5, AC 2 written question Describe possible barriers to promoting quality in the workplace?People not knowing hat is expected If people do not receive proper training and founding proce sses they may not fully understand their role, the companies aim and therefore how to provide it. Managers centre on a quick rig Being under pressure to locate problems may lead to a resound aid approach rather than long term solutions. This may provide immediate results but will not lead to quality and consistency. Not knowing whos responsible Without clear accountability and responsibility projects may not be managed and staff may not fully commit for fear of being held accountable for something they are not sure if they are responsible for.