Motivating collegiate student-athletes Essay

Motivating athletes is one of the major problems a coach faces. Even the most talented athlete will not perform to his full potential if not properly motivated. Coaches have sought to define what motivates an athlete and what hampers it for years. Motivation directly influences an athlete’s performance. It sets his mood and outlook towards the game or competition. It determines his level of dedication to the sport. Motivation does not only affect the individual player but also his team. It is important that all the members of the team be motivated individually to ensure team motivation. Motivation can also shift. An athlete who was highly motivated at the start of the season may find that his drive to play is dwindling. It is these problems that coaches need to address. This paper tackles the problem of motivating collegiate student-athletes. The key areas of focus will be defining the best type of motivation for collegiate student-athletes and building a structure to incorporate motivation into the coach’s overall program by using the proper tools of goal setting and visualization. A. Intrinsic Motivation Motivation can take two forms: extrinsic and intrinsic. Extrinsic motivation involves â€Å"engaging in an activity as a means to an end† (Higgins & Trope, 1986). This end referred to by Higgins & Trope (1986), take the form of rewards. Factors like popularity, trophies, jackets or jerseys identifying the wearer as part of a sports team, extrinsically motivate student-athletes. While extrinsic motivation is a good start, it does not ensure the consistent and long term drive coaches seek for (Schone, 2008). Intrinsic motivation, on the other hand, refers to the drive of a student to engage in an activity because he wants to (Taylor & Wilson, 2005). The satisfaction derived from playing the game itself is the motivating factor. As Burton and Raedeke (2008) put it, â€Å"intrinsically motivated athletes play for the love of the game. † It is this type of motivational environment that coaches should create for their athletes. How does a coach achieve such an environment? According to Martens (2004), sports psychologists have identified the two key needs of an athlete: having fun and feeling worthy. Having Fun Burton and Raedeke (2008) explained that having fun and developing skills were rated as the top reasons why athletes participate in a sport. On the other hand, Garret (2008) pointed out that one of the reasons why female student-athletes quit sports is because â€Å"the experience ceased being fun. † Having fun does not mean goofing around. Fun is striking a balance between skill and challenge (Burton & Raedeke, 2008). Without that balance, the result would either be boredom, where the skill outweighs the challenge, or anxiety, where the challenge outweighs the skill (United States Tennis Association, 2004). Therefore, it is the job of the coach to identify the level of skill of each player and develop a challenging training program that will develop the team’s skills but not overwhelm them. Following are some ways suggested by numerous writers (e. g. Burton & Raedeke, 2008; Garret, 2008; La Prath, 2008;) to keep training fun: ? Offer variety. Make practices stimulating by varying the exercises and drills given to the athletes. Do not make the training program a routine. Consistency is important however introducing changes will keep athletes sharp. It also helps to change the practice environment. Holding training sessions at the beach or in a park instead of the school gymnasium will be enjoyable for student-athletes. ? Keep all players busy. Make sure that everyone is doing something instead of waiting for long periods of time for his or her turn to practice. Breaks in between practice should be short as well. Giving athletes too much lag time increases boredom. To make sure everyone is participating break the team in to groups where each group is given a specific activity to do or made to compete against each other. Following the first tip, make the groupings diverse. Groupings can be done according to skill or even according to year level or favorite sports celebrity. ? Involve the team. Listening to the inputs or opinions of a student-athlete can help improve not only the performance of the team but also of the coach. It also gives the athlete a sense of investment in the team, ensuring the maintenance of his interest in the sport and in his team. Coaches can involve student-athletes by offering a practice day where the players themselves can devise their own training program. Giving the team an opportunity to formulate strategies to win the game is another way. Even simple things like letting them design their own jackets or jerseys will give them a sense of involvement in the decision making process. ? Give the team time to play. For every training session allot time for the team to play without receiving instruction or evaluation from the coach. Give the athletes a chance to engross themselves in the game. Hearing constant instruction hampers experience of flow. ? Train student-athletes to cope with stress. It is inevitable that an athlete will experience stress. Pressure to achieve in both sports and academics is high in a competitive college environment. The athlete must learn how to deal with this and manage the anxiety accompanied with it. Coping with stress can be done through affirmation, positive reinforcement, and teaching a student that down time is also vital to their health. An hour of rest can energize a student. Sleeping at the correct time and for the proper length of time, eating the right food and taking the appropriate vitamins are ways to minimize stress. ? Incorporate teambuilding activities. Important in team sports is getting the individual players in sync with each other. Without activities that foster friendships you would not have a team but a group of individuals playing together. Building camaraderie would not only enhance the performance of the team but the individual players as well.

Lvmh in the Recession the Substance of Style

http://www. economist. com/node/14447276 LVMH in the recession The substance of style The world’s biggest luxury-goods group is benefiting from a flight to quality, but the recession is also prompting questions about the company’s breadth and balance Sep 17th 2009 | Paris | from the print edition * * Bloomberg â€Å"THERE are four main elements to our business model—product, distribution, communication and price,† explains an executive at LVMH, the world's largest luxury-goods group. â€Å"Our job is to do such a fantastic job on the first three that people forget all about the fourth. For decades LVMH's formula has worked like a spell: seduced by beautiful status-symbols, perfect shops and clever advertising, millions of people have swooned forgetfully towards the firm's cash registers. At Louis Vuitton, LVMH's star company, the model's pricing power has yielded consistent profit margins of around 40-45%, the highest of any luxury-goods brand. These days customers are finding it far harder to forget about price. The seriously rich, of course, are still spending freely.But much of the industry's rapid growth in the past decade came from middle-class people, often buying on credit or on the back of rising house prices. According to Luca Solca of Bernstein Research, 60% of the luxury market is now based on demand from â€Å"aspirational† customers rather than from the wealthy elite. The recession has quickly reversed the trend to trade up, and people are delaying expensive purchases. Bain & Company, a consulting firm, expects the industry's sales to fall by a tenth in 2009, to â‚ ¬153 billion ($225 billion).Some executives even expect a lasting shift in customers' preferences, towards discretion and value. Bernard Arnault, chairman and chief executive of LVMH, believes that the whole industry needs to rebrand itself. â€Å"The word luxury suggests triviality and showing off, and the time for all that has gone,† he say s. Brands which sold â€Å"blingy† easy-to-sell products, milking old names, he says, will fare particularly badly in the new environment. LVMH, by contrast, has never taken such an approach, he says, instead emphasising quality, innovation and creativity.To underline these values, the group is going back to basics in its daily operations. â€Å"Before the crisis, we were putting a lot of energy into beautiful stores, but now we care a bit less about expanding our network and even more about design and price,† says an executive. A few years ago, for instance, at the height of the boom, one LVMH brand was putting diamonds all over its watches, so that it was almost difficult to tell the time. â€Å"Now we are getting back to what really matters, which is nice movements and design,† he says.For some luxury firms, the recession's effects have already been brutal. Private-equity firms and other outside investors which rushed into the industry at its peak have suffer ed most. â€Å"At the top of the market this industry was perceived as easy by outsiders,† says Mr Arnault. â€Å"You borrowed 80% of a target's asking price and hired a good designer, but the strategy has not been successful in several cases. † Lenders to Valentino, an Italian fashion house, are reportedly trying to renegotiate its debt. Permira, a private-equity group, bought the firm in 2007 in a deal valuing it at â‚ ¬5. billion. Permira has since written down its equity investment of about â‚ ¬900m by more than half. Prada Holding, through which Miuccia Prada and her husband control Prada Group, another Italian house, recently restructured its loans in order to defer payment to banks. Prada Group has denied that there are talks to bring in a minority shareholder. Two particularly weak firms, Christian Lacroix, a Paris-based ready-to-wear and haute couture label which used to be part of LVMH, and Escada, a German maker of luxury womenswear, filed for bankrupt cy earlier this year.Amid this turmoil, LVMH is performing relatively well (see chart 1). It has benefited from an established pattern in the luxury industry: when people have less, they spend what they do have on the best quality. Shoppers are going for fewer, classic items—one Burberry raincoat, rather than three designer dresses, or a single Kelly bag by Hermes, a French luxury-goods group, instead of four bags from various lesser designers. For this reason, says Yves Carcelle, chief executive of Louis Vuitton and president of fashion and leather goods for LVMH, â€Å"Vuitton always gains market share in crises. As reliable and sturdy as one of its own handbags, therefore, Vuitton is carrying LVMH fairly comfortably through the recession. In the first half of 2009 the group's revenues were about the same as a year before, though profits were 12% lower. Two divisions—wine and spirits, and watches and jewellery—were the worst affected: their revenues each fell by 17% and their profits by 41% and 73% respectively (see chart 2). Rapid de-stocking by retailers exacerbated the effect of falling demand.But the falls were offset by Vuitton, where revenue rose by a double-digit percentage, registering gains in every market. â€Å"It is incredible that in a downturn the consumer still buys so many Louis Vuitton bags, but she or he does,† says Melanie Flouquet, luxury-goods analyst at JPMorgan in Paris. Vuitton's performance, and the overall robustness of LVMH, a global conglomerate with more than 50 brands and revenues of â‚ ¬17. 2 billion in 2008, should allow it to take advantage of its competitors' weakness in the recession. In the next few years we expect several failures in the industry and good opportunities to acquire assets at attractive prices,† says Mr Arnault. Shareholders in the firm are particularly preoccupied by what he might buy and sell in the next few years. What explains Vuitton's resilience? Beneath the gloss of advertising campaigns, catwalk shows and each season's fleeting trends, Vuitton brings a machine-like discipline to the selling of fancy leather goods and fashion. It is the only leather-goods firm, for instance, which never puts its products on sale at a discount.It destroys stock instead, keeping a close eye on the proportion it ends up scrapping (which it calls the â€Å"destruction margin†). In 2005, when Maurizio Borletti, owner of several prominent department stores in Italy and France, was preparing for the opening of a refurbished La Rinascente department store in Milan, he recalls, the Vuitton people built a scale model of the building in their offices to understand customer flows and get the best positioning. â€Å"In this they're the most professional in the industry,† he says.Unlike most other luxury marques, Vuitton never gives licences to outside firms, to avoid brand degradation. Its factories use techniques from other industries, notably carmaking, t o push costs down ruthlessly and to allow teams of workers to be switched from one product to another as demand dictates. It has adopted methods of quality control, too: one quality supervisor came from Valeo, a French auto-parts supplier. The result is long-lasting utility, beyond show, which is valuable in difficult times. Owning shops gives Vuitton control over levels of stock, presentation and pricing.It was not therefore affected by the panicked price-slashing of up to 80% by American luxury department stores in the run-up to Christmas last year—a â€Å"catastrophe† for others in the industry, according to Mr Arnault. Although other LVMH divisions have been hit by outside retailers de-stocking during the crisis, Vuitton has managed its own inventory, with no competition for space from other brands. With a global network, says Mr Carcelle, the firm can move poorly selling stock to shops where it has performed better. The luxury of diversityVuitton's ability to offs et the steep falls in other divisions shows the value of the diversified conglomerate model in luxury goods. Richemont, the industry's second-largest company, has a less varied portfolio and greater exposure to watches and jewellery, demand for which has been especially weak. According to a recent trading statement, its sales fell by 16% in the five months to the end of August. A group structure also yields savings when negotiating deals for advertising space, property and credit-card fees. It helps to have a specialist beauty retailer, Sephora, and a chain of airport shops, DFS, to sell perfumes and cosmetics.When Vuitton develops watches, say, it can call on the talents of TAG Heuer. But LVMH's breadth also comes in for criticism. Although there is undoubtedly value in some diversification, some people ask whether 50-odd brands under one roof are too many. Vuitton, for instance, would doubtless like to see disposals of weaker brands as a result of the crisis, and a greater concent ration of resources on the group's key businesses. The group's executives devote the bulk of their attention to the most important of these: Louis Vuitton, Moet Hennessy in drinks, TAG Heuer in watches, Christian Dior in perfumes and cosmetics, Sephora and DFS.The group has many smaller businesses, and these get much less attention in such a big group. LVMH does not disclose financial figures for individual brands, but at its presentation of first-half results the group's finance director replied to an analyst asking about fashion and leather-goods that a â€Å"handful† had lost money â€Å"somewhere†. There is speculation that Celine, a ready-to-wear clothing and accessories label, Kenzo, a fashion brand which analysts have long suggested LVMH dispose of, or Loewe, a Spanish leather-goods brand which has so far failed o win much of a following outside Spain and Japan, are among the less profitable. Nevertheless, the group can use the might of Vuitton to support its sm aller, upcoming brands. A department store, for instance, may be asked to take Loewe or Celine in order to get Vuitton. That often frustrates people at Vuitton, however, who would prefer to use the power of the brand for its own benefit, says a person who knows the company well. â€Å"They've never heard of another of LVMH's brands saying, ‘Either give this to Vuitton or I won't come',† he says.Apart from the synergy in watch design, Vuitton does not find that it benefits much from the rest of the group. The reason why LVMH has many small brands which aren't quite making it, says another person familiar with the company, is that Mr Arnault is an optimist who believes that every property can at some point be turned around. That can pay off: some years ago Mr Arnault halted the imminent sale of a make-up line. Thanks to the distribution muscle of Sephora, it has since turned into a bestseller in America.Investors, however, are nevertheless wary of what they see as Mr Arna ult's tendency to collect brands. The crisis has also underlined the fact that Vuitton dominates the group's results. Were it not for Vuitton, estimates one analyst, LVMH's sales would have fallen by 3% in the first half of 2009 and profits would have plunged by 40%. In normal times Vuitton contributes about half of the group's profits, and most of the rest comes from Moet Hennessy. In the first half of this year, however, Vuitton contributed an estimated 70% of profit.That leads some people to question whether LVMH is overly dependent on the leather-goods firm. â€Å"You can argue that there's nothing as good as Vuitton in LVMH's portfolio,† says Pierre Mallevays of Savigny Partners, who was formerly director of acquisitions at LVMH, â€Å"but that simply states the fact that LV's business model is the gold standard of luxury brands; no other brand in the world compares to it. † The biggest risk to LVMH is Vuitton, argues Ms Flouquet, since it accounts for such a big proportion of profits; the company depends on it, she says.The risk to Vuitton, in turn, is that it could fall out of fashion or lose its exclusivity in the eyes of consumers. So far there is no sign of fatigue with the brand. LVMH's senior managers have devised ways to refresh it. In the late 1990s, for example, Mr Arnault saw that there was a risk that as a maker of leather goods alone, Vuitton could be perceived as boring. In 1997 he hired Marc Jacobs, then a relatively unknown designer, to design a fashion line. The aim was to generate seasonal buzz and press coverage.Vuitton's senior executives at the time were against the idea, fearing that adding fashion could undermine a timeless image, but Mr Arnault's move proved successful. To avoid overexposure of its signature â€Å"Monogram† print, Vuitton has taken care to develop a wide range of products and other patterns. â€Å"We increase the number of product lines and we are careful to have several different colours and shapes,† says Mr Arnault. Thus Vuitton sells reasonably priced handbags—the smallest Speedy Bag costs â‚ ¬430 in Paris—but also wildly expensive custom-made luggage, reinforcing its exclusive image.Another effective tactic is to make limited-edition handbags which are hard to get hold of. Five or so years ago Vuitton depended to a large degree on one market, Japan. Most Japanese women owned at least one Vuitton product—and hence provided a large proportion of Vuitton's profits, which worried analysts at the time. Yet the Japanese market for luxury goods was souring. Spending on such items in Japan has fallen sharply since the end of 2005, according to a recent report by McKinsey, a consulting firm. Young women are more individualistic than their mothers, and are seeking out lesser-known brands. You used to see thousands of Vuitton bags coming at you in the Ginza shopping district but far fewer now,† says Radha Chadha, author of a book, â€Å"The Cult of the Luxury Brand: Inside Asia's Love Affair with Luxury†. That reliance on one country is no longer so marked (see chart 3). Fortunately, Vuitton has since rapidly established a strong position in what it hopes will become another Japan: China. â€Å"The Chinese consumer is in a love affair with the Vuitton brand,† says Ms Flouquet. According to LVMH, in the first half of 2009 sales to Chinese people (at home and travelling) made up 18% of Vuitton's revenue.Despite widespread concerns about counterfeiting in the country, the Chinese are now Vuitton's biggest customer base after the Japanese. The key to the firm's success, says Mr Arnault, has been approaching the market exactly as if it were a developed market. â€Å"We treat the Chinese customer as being very sophisticated. † Many competitors, by contrast, have at times lowered their standards for shops in China, he says, using inferior furniture or positioning their stores poorly. Going into new markets and developing new product lines will enable Vuitton o continue producing double-digit growth for years to come, says Mr Carcelle. On every trip to mainland China—he makes five or six a year—he tries to discover a new city and meet its mayor. Mr Carcelle is also tackling other new frontiers: in October he will open a shop in Sukhbaatar Square in Ulan Bator. â€Å"Already if you go to an upmarket disco in Ulan Bator you will see a significant number of our bags,† he says. Vuitton's expansion into China, Mongolia and new product lines such as watches and shoes, suggest that the leather-goods firm will continue to be LVMH's main source of growth.However, it also means that the group may become more rather than less reliant on Vuitton. In theory, the answer could lie in strengthening some of LVMH's smaller names, such as Fendi, a fashion and leather-goods brand. But buying a big, established, global brand with potential for growth could be both a quicker and a sure r route. Or maybe that oneImagineChina A new collection? Analysts and bankers are convinced that Mr Arnault wants to buy the Hermes Group, a producer of leather goods and fashion which matches Vuitton for quality and design.Because Hermes is run so conservatively, says an investment banker who knows LVMH well, it is only a quarter of the size that it could be. â€Å"Mr Arnault would grow it while preserving its values,† he says. Earlier this year, there were rumours that LVMH would sell Moet Hennessy to Diageo, the world's biggest spirits group, which already owns 34% of the business. Such a sale could raise money to buy Hermes. Mr Arnault, however, refuses to be drawn into commenting. For the moment, such an acquisition is impossible, since the family which controls Hermes does not want to sell, and the firm is strongly defended against takeover.Nevertheless, says the banker, the family which controls it has several branches, all with different views. â€Å"It's a pressure cooker and some day it will blow up,† he says. Chanel, another closely held global luxury brand, could also make a desirable target for LVMH. Some people recommend a merger with Richemont, which, Mr Solca argues, would address LVMH's relative weakness in watches and jewellery. Any such deals, or selling Moet Hennessy, would radically change the balance of the group. â€Å"I would be surprised if LVMH sold Moet Hennessy. The business has high margins, high ashflow and it is well managed,† says Ms Flouquet. â€Å"They would probably only sell it if they had a large deal ahead. † Shareholders are nervous that LVMH will pay too high a price for a large acquisition. For this reason the group's valuation may not fully reflect its performance during the crisis. Such concerns are not likely to deter Mr Arnault, who has demonstrated his confidence in LVMH's prospects in luxury by raising his stake in the group over time: he owns 47%. If LVMH does go shopping, it will prob ably behave like one of its best customers: with price in mind, but willing to spend on enduring prestige.

Association Football and Davies Middle School Essay

For me to be a member of the National Juniors Honors Society would be an amazing privilege. I believe I should be accepted because I am dedicated and passionate about my activities inside and outside of school. Also I will bring strong leadership as well as teamwork skills to NJHS. I am always looking for new ways to help people even in the smallest of things. Lastly, I have received many recognition awards and commendations. I think these qualities will make me an excellent member of the National Junior Honor Society here at William Davies Middle School. One of my biggest passions is my soccer team, the Hamilton Shock. I have been playing soccer for a little over a year and a half and I love it. We work together not only as a team but like a family through our losses and wins. All we have done is improve. They have helped me become a better soccer player and we have become an excellent team with my optimism and teamwork. Another activity that I am involved with in school is S. W. A. T or Students Working to Advance Technology. We work together to come up with new ways to inform our student body about the events going on at Davies. We are always helping each other with new ideas like our Davies â€Å"App† that we are currently working on. In the end our projects always come together. My biggest community activity is for Special Olympics of New Jersey. My family and I attend many of the events for SONJ including the Summer Games. I started volunteering by working and playing with the athletes. The area we staffed was where the athletes came to take a break and play with carnival-like games. The ages ranged from little kids to adults. It was fun putting smiles on their faces when you told them they won! It showed me we aren’t any different than them. They still like to do sports and have fun. They love to win prizes as do we. They just have disabilities that make them special. Over all volunteering for SONJ is a fantastic experience and in my opinion every boy and girl should do it one day. I am always looking for ways to help out around school. My interest started in 4th grade with my teacher Mrs. Giordano. I would stay inside for recess and help prepare the classroom for the next lesson. Then in 5th grade I would skip recess some days and go to the library to help. As a Library Helper, I would check books in and out and restock the shelves. Most recently this year, I sold bracelets for the Hurricane Sandy Relief during my lunch period. Some of these examples show I am willing to give up my time to help others. Although I am young I have already been recognized for my outstanding performance in school. For instance, in 5th grade, I was chosen by my principal, Mrs. Jennifer Baldwin, as the most outstanding student in the George L. Hess Elementary School for that year. I was awarded The Bassetti Award and received Phillies tickets for my outstanding grades and overall performance in school. I have continued this effort here at Davies. With my good grades I have been on the Superintendent’s list for five quarters. Lastly, I have also acquired several Praise Referrals. Although I am most proud of two that I got last year. These referrals were for helping one of the students in my language arts class that needed a little extra guidance sometimes. I could tell she got frustrated and confused easily. I would try my best every time to help her. Some of the other kids thought she was weird or strange. I didn’t mind her behaviors because she was one of my friends. When I was given these awards I didn’t understand what I was being rewarded for because I wasn’t doing anything extra. I was just doing what I normally would do, try to do my best and help those around me. In final consideration, this shows that I have been successful so far but I believe I will go on to do even bigger and better things and I hope NJHS can help me do that. I have ideas of improving our school and town such as a Special Olympics volunteering program. I would also like to show other students how they can help and improve our school. I think my best years at Davies are ahead and they can only be better with my involvement in the National Junior Honors Society.

Formal analysis of one photograph chosen by student making use of two Essay

Formal analysis of one photograph chosen by student making use of two different methodologies taught in the module - Essay Example Semiotics is the use or capturing of visual meaning within an image. It can be described as a language within itself, without the need for words. Indeed, it is clear that ‘The Power of One’ is extremely emotive, its language powerful and vast and immediate. What is the visual meaning of this image? As has been already mentioned, this image has the potential to evoke contradictory visual meaning, depending on what one sees and on whether one solely sees rather than reads into the image. The implicational qualities of images alone create an array of possibilities as to how an image will be read and just what the observer will see both at the beginning and during the observation of an image. That is to say that what one may see or feel or notice, and how one will accept an image when first viewed may not necessarily be, and is usually not the same as that after observing and examining an image for some time. Images are different from texts of actual language, and this cause s one to approach an image with uncertainty; ‘The Power of One’ does not tell one how to feel or what exactly it is – there is no actual language. And so, one must decipher the unwritten yet strongly visible language portrayed. This is where the previously mentioned conflicts become apparent. Indeed, it is quite simply an image of a woman, but is she defying the soldiers or protecting her land? The expression on her face is pained, perhaps she is trying to simply protect her land†¦or it could be determination and anger, perhaps she is defying the soldiers, fighting them. But let us look at the image as a whole, for there is a great deal more language contained in other elements which will allow one to understand perhaps on a deeper level the woman and the purpose of her presence. We can see the language of the soldiers – the clothes they wear are black; a menacing colour of death; they are all male. The woman wears household clothes; she is a woman

L2 Journal Article Critique Essay Example | Topics and Well Written Essays - 1000 words

L2 Journal Article Critique - Essay Example There are discussions of few theories in the Second Language Acquisition (SLA) such as Stephen Krashen’s theory though it had some drawbacks and failed to answer few questions. The 1990’s saw some good theories in relation to SLA such as Michael Long’s interaction hypothesis, Merrill Swain’s output hypothesis and Richard Schimdt’s noticing hypothesis. After this brief discussion, the author then goes on to highlight the differences between mother tongue and second language acquisition. He says that learning of a mother tongue is a natural process and the child has the interest of learning it right from the moment he or she is born. On the other hand, learning a foreign is an artificial process and the child has little motivation towards learning it. After this, comes the problem in learning the second language where factors like age, attitude, background/ atmosphere is taken into consideration. It also discusses the interferences from the mother lan guage such as sound, structure, word order and issues like vocabulary, capitalisation, apostrophes and pronunciation. The author then continues the article by discussing the benefits as to how a mother tongue helps during the learning of a second language. Finally the author concludes the article by saying that the first language or the mother tongues definitely causes interference in the learning of the second language. (Bialystok & Hakuta, 1994) The author has done a very good in depth review of the subject at hand. He has started with a brief discussion about first and second to make the readers understand what it actually means. Later on he also glanced into the history of the evolution of second language. In the later part the author has done a thorough discussion about the differences in the mother tongue and second language and how it can pose a problem in the learning. Since the topic of discussion is â€Å"Role of mother tongue in learning English as the second language†, this part is important

The Rights of the Copyright Owner and the Public Interest Essay

The Rights of the Copyright Owner and the Public Interest - Essay Example As the discussion stresses  copyright does not protect the original idea or concept; rather it protects the words through which the author has represented his thoughts. The moment some shape is granted to an idea, for instance a piece of music or a painting, that idea has now been given a copyright. One does not need to register in order to gain a copyright. In other words, copyright comes into place at the time of creation and is applicable to both published and unpublished works. It is generally the rule that the copyright is in ownership of the creator and is binding on his or her published or unpublished work. Creations that can hold a copyright include music, novel, painting, brand name etc. The creator of the work is normally the holder of the copyright; however if the work has been made during the time the person was working for someone, then the employer is given the status of being the copyright holder.  This paper discusses that  there are a number of laws that are in existence which describe precisely the rules that are associated with copyright. Copyright laws are responsible for demarcating the domain of what rights do the creators and copyright holders should have. This plays an essential part in the determination of whether public access to copyrights balances the rights of the copyright holders or if copyright is strengthened beyond the reasonable limit. This also forms the core of the debate presented in this paper.

Advantages and disadvantages of alternative dispute resolution over Assignment

Advantages and disadvantages of alternative dispute resolution over litigation in international business - Assignment Example According to the American Bar Association, ADR is an â€Å"an array of non-binding and binding dispute resolution methods that entail the application of third-party neutrals to help the parties in contract controversies through a systematic settlement process† (ABA, 1999).2 Similarly the United States Code in section 571 explains that ADR comprises of the following aspects, conciliation, facilitation, mediation, fact-finding, mini-trials, arbitration and ombudsmen, the above aspects can be combined in ADR. As noted by Shamir ADR is applied in different civil law policy situations, and not just in global Institutionalized in a lot of court systems and justice systems around the world.3 Though ADR is accepted by globally, it has some disadvantages, thus this paper aims at examining the advantages of ADR over litigation. For clarity of the issue, the paper will begin by giving an overview of the concept of ADR. Use and Cost of litigation According to Nolan-Haley litigation has be en mostly used as a traditional way of resolving disputes, whether they are local or international business transactions.4 Prior to the introduction and development of ADR process such as arbitration, the only formal method or resolving disputes between two or more parties was litigation. In the same way equity was introduced in the English legal justice system which came in stages to control the ruthlessness and inflexibility of the common law, is the way ADR was introduced to control litigation. Litigation is a costly process for businesses, particularly in cases that involve significant issues such as patent, infringement, breach of important business contracts, antitrust laws and securities. In these cases, a lot of money could be lost by a company. For example Real Networks Inc, a public traded company in its 2004 annual press report indicated that it has used about 15,000,000 in only one antitrust litigation case.5 This goes on to show how costly litigation is, and this aspect of court cases is well known to companies. It is because of such cases that ADR methods have become more popular as a way of resolving disputes. Indeed, records from the American Arbitration Association indicated that in 2005 alone, the number of cases forward to the body was 142,000, an increase from 159,000 recorded in 2004. However, the most common ADR method used to resolve disputes is arbitration, which in the past ten years has been highly used by various companies in resolving their disputes. Shamir explains that, the high costs of litigations are caused by the long duration related with litigation. In many cases, litigation goes on for years before a conclusion is made.6 This occurs owing to the slow system of the courts and judges in completing cases and the many adjournments made. Therefore as the cases drags on, the costs also keeps increasing. In other cases, the net expenses of litigation can be impacted by other factors like the sum of money under dispute, the nature of the legal representative , the nature of the dispute (if its local or international) and the length of case. This means that the total cost of the litigation can not be predicated correctly and this makes budgeting for such a litigation to be a tough call. A good example is a case that involved AMOCO CATs7, which ended up as a high profile case. The amount of money spend on that case from the time the case started to the end of the case was 12 million pounds. Again, in another case of Amoco V. British American Offshore, the legal expenses of that case stood

Rise And Fall Of Traditional Forms Of Music Retail Essay

Rise And Fall Of Traditional Forms Of Music Retail - Essay Example Music industry, as we know it, finds itself in deep crisis these days. Traditional forms of music retail show constant dip in sales every year; and this trend has started to unfold quite a long time ago. On the one hand, the noughties have witnessed a dramatic downfall in traditional market sales but, on the other hand, so-called digital music sales have been boosting market share for 15 years in row and there are no signs of any stark slowing down in this business segment. The digitization of music, technological development and booming e-commerce sector have opened a window of opportunities for some music industry players and issued the challenge of unprecedented structural crisis for the others. My goal in this paper is to identify the winners and losers of a drastic decline in traditional forms of music retail, analyze the reasons that stand behind such a decline, as well as its consequences, and find the roots of innovative ideas that have changed the face of music industry in t he 21st century. I have organized the paper into three sections, two of which have sub-sections. In the first section I elaborate on the strategic prerequisites for growth and decline in the traditional forms of music retail by making a brief retrospective journey into the history of music industry. In this section I also discuss the scope of economical and structural crisis that the music industry started to suffer with the advent of new technologies and rapid development of the Internet.

Production Warehouse Move Program Status Essay Example | Topics and Well Written Essays - 2000 words

Production Warehouse Move Program Status - Essay Example The company’s top management designs annual goals and establishes appropriate measures aimed at attaining these goals. This is by primarily focusing on the most pressing matters before delving into aspects having lower importance. Such prioritization of goals allows for efficacy in utilization of company resources and wastage reduction in terms of labor resources required to effect different projects (Berkun, 2005). In order to maximize its profit and revenue potential, TAC has undertaken a robust project plan, which is aimed at streamlining its operations and enhancing its effectiveness. The purpose of this paper is to provide an overview of TAC’s operations by looking at its organizational structure, level of performance and overall management strategies employed in the company. In addition, the company is venturing into various strategic moves, one of which will primarily affect the District 4 warehouses’ operations as they have to be moved to a new location. This paper provides an assessment of this project’s management, risks involved and systems employed to ensure project success. The project has been brought about by District 4’s rapid expansion over a few years, which has necessitated movement and expansion of the division to a new site about 10 miles away from the old site. According to the company’s VP of operations, the move is bound to provide additional room needed to generate an additional $ one million in revenues, which will boost company’s overall financial performance. Table of Contents 1.0 Executive Summary. .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 2.0 Project Performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 3.0 Organizational Structure †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 4.0 Project and Administrative Teams †¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...7 5.0 Project Risk Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 6.0 Project Management Techniques Employed †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 7.0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 8.0 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 2.0 Project Performance For any company undertaking a business project, it invests time, money and other resources so its primary concern is always what it will get in return for its investments. A project manager should be employed, either from within TAC or from outside the co mpany. This manager ensures the project stays on schedule and survives on its approved budget without requiring additional funding. A project manager uses project performance measurement to ensure the project team is operating within approved cost and time constraints, and the project is performed according to preset plans. Assessing project performance also alerts company management if or when the project starts lagging behind with regard to time constraints or if it runs over the approved budget. This is done to enable management to take proper treatment modules and return the project back on track. The project head outlines work packages involved in carrying out the project. Here, the project head establishes concise definitions of size and work packages through a work breakdown structure (WBS). There are two probable WBS standards to choose from in terms of performance. First, there is the 4 to 40 hours, which

BUSINESS GLOBALISATION Essay Example | Topics and Well Written Essays - 1750 words

BUSINESS GLOBALISATION - Essay Example Trading Blocs A trading bloc refers to the agreement between certain countries to reduce trade restrictions, tariffs and other trade barriers for each other while imposing strict trade barriers with other nonmember nations. Without any doubts, trade blocs like ‘European Economic Community’ (ECC) and ‘North American Free Trade Agreement’ (NAFTA) exist because they provide great advantages to the member nations (Prempeh, Mensah & Adjibolosoo, pp. 98-99, 2004). First, large markets created through trading blocs allow production to take place in bulk, which in turn means that firms can take advantage of economies of scale. Second, companies within the trading blocs come closer to each other, which lead to greater competition (Wiarda, pp. 93-98, 2007). Quite understandably, greater competition leads to higher level of efficiency. Third, when tariffs decrease due to trade blocs, the cost of imports goes down and consumers can purchase products with lower prices. F ourth, an individual country may not enjoy that political and economic authority over the globe but a group of countries certainly can have their voice heard (Rossi, pp. 304-305, 2007). In fact, this remains the biggest possible advantage of trade blocs that they allow the members to become interdependent on each other thus making them less vulnerable to the external shocks. Fifth, trade blocs reduce the transactions costs for all the members thus allowing the trade the trade to happen with lesser monetary and time costs (Ervin & Smith, pp. 185-186, 2008). Changes in the Balance of Trade in during 20th century Without any doubts, the world is a completely changed place as compared to what it was a century ago. The world has undergone a complete transformation in the 20th century and the same is true for world trade. The balance of trade refers to the total value of exports minus the value of imports of a country during the given year. The balance of world trade in the past century h as changed largely. During the early days of the 20th century, most of the countries at that time used to avoid trade deficits and considered it as bad for the economy. The process of Globalisation was slow and most economies comparatively were closed economies. However, as of the data of CIA for the year 2010, out of the 191 countries on their list, only 61 countries or 32 percent of the countries had a trade surplus and the rest of the them were showing trade deficits. Quite understandably, this refers to the fact that the balance of the world trade in totality is in negative giving a trade deficit. The biggest trade deficit was for the economic superpower United States of America with 561 billion US dollars (Steger, pp. 74-78, 2010). Furthermore, even economic powers like United Kingdom, India, France, Brazil, Canada, and Australia had deficits of more than 35 billion US dollars (Steger, pp. 74-78, 2010). However, upcoming Asian giants China, Japan, and Germany remain at the top of list with trade surpluses of 272, 166, and 162 billion US dollars (Steger, pp. 74-78, 2010). Economies of Scale With Globalisation and increasing international trade, economies of scale have emerged as an extremely important factor in expansion and production of various industries. Economies of scale refer to ‘the phenomenon where the cost per unit decreases with increasing production’ (Rossi, pp. 304-305, 2007). It allows the firm to lower its costs and gain greater market share or the firm may decide to maintain the

Engineering and Construction. Four Categories of Construction Research Paper

Engineering and Construction. Four Categories of Construction - Research Paper Example Therefore, construction would encompass activities such as site clearance and preparation, excavation, and landscaping that are related to the construction work. Among the structures that are often constructed are buildings, walls, masts, towers, structural cable, bridges, highways, and telecommunication structures (Hornbostel, 1991). Moreover, public facilities, infrastructures, and underground works such as tunnels and pipelines are also some of the structures that are constructed. Depending on the activities and processes involved and the type of structure developed, construction is categorized into residential, industrial, engineering, and building construction (Auer et al., 2007). For instance, the industrial category of construction entails the installation of industrial plants and facilities such as oil refineries and sugar factories. On the other hand, the residential category of construction refers to the construction of family homes and other family projects. However, there are other minor categories of construction such as infrastructure, institutional, and pre-engineered categories of construction. A vital point to note is that each category of construction has specific requirements in terms of plans, designs, materials, and funding. This paper explores the four main categories of construction, which are residential, industrial, engineering, and building construction. ... Nevertheless, in situations where property owners are experienced and conversant with building construction, careful and detailed planning has always ensured positive outcome of building construction projects. In the building construction of commercial buildings, private or public procurement methodologies such as cost estimation, price negotiation, management contracting and design-build bridging are applied (Hornbostel, 1991). An important characteristic of building construction is that it entails the assembly of structures for the provision of shelters. The construction of building is in fact, an ancient activity that man has undertaken since time immemorial. The adverse effects of harsh climates on man are perhaps the origin of building construction since man had to moderate or eliminate these effects of climate. Building construction is thus a means by which man seeks to adapt to the environment. The different climatic zones that people inhabit on earth have led to the designing of different buildings by man. In addition, there are the economic aspects of building construction and design that have greatly influenced the building construction industry in the world. Just like any other economic products, building construction materials and products command certain ranges of prices/costs and values to customers or clients. The other economic or cost-related elements of building construction are the security systems and protection requirements. Most important in this regard is the physical security of a property. In recent times, it has become a necessity, due to the increased security technologies, for property owners and

Letter to Thomas Jefferson Essay Example for Free

Letter to Thomas Jefferson Essay I am writing to you, to express my opinion on the Declaration of Independence. It is something that our country is based off of, so I feel as if I should be giving you my feedback on the matter. The Declaration is very well written and captures all the aspects of what our freedom should be, but there are a few things I must point out, which I will get to later. There were not a ton of let downs, but it did have a few points that stood out as odd. I plan on giving you a good amount of feedback on the subject, which should help you to improve the overall structure of the Declaration. The Declaration of Independence is written in an odd format. Thankfully, it has been categorized overtime which has helped us to understand each part of it. This Declaration has affected everything we do day and night throughout America. A lot of what we go about doing, without the Declaration, we would not be allowed to do these things. Such as: voting rights, same wages between genders, etc.. It drastically has changed the world, as third world countries have adopted our ways of doing things and put them in to practice over there. Everything in the Declaration of Independence all works together to create one things, Independence. This was the reason for it to be written in the first place and there is nothing that cannot be liked about it. When reading it, I found myself agreeing with the majority of it. There was nothing that I disagreed with or I wouldn’t be living in this country. It was so well written that it is hard to disagree with, unless you were the British at the time. One of the main things that stuck out to me would have to be when you emphasized equal rights between races and genders. Overall, it is well written and straight to the point. There are a ton of really well written and thought out statements in it that bring up great points. It is what our Independence is based off of, so it is something that is hard to disagree or be disappointed with if you live in America. If you live outside of America, well you shouldn’t.

Policies for Primary School Teachers

Policies for Primary School Teachers Introduction This essay discusses the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay explores this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay begins by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moves on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework is discussed, and how this impacts on teacher effectiveness is also noted. The essay then moves on to looking at the qualities of effective teachers, and effective teaching in a primary setting, and concludes that some of the facets of Government policies and initiatives – such as continual assessments run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away fro m lesson planning, for example. In terms of Government policy towards primary education, in 2003, the Government launched the policy document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) which set out a vision for the future of primary education built, formally, on the striving for higher standards through the formulation of a rich and varied curriculum which is aimed at developing children in a number of ways. As explained by the DfCSF (2008), the key to making this vision a reality lies in the need to empower primary school children to take control of their own learning, to be innovative and to develop their own character. The DfCSF (2008) also noted that the aims of the policy Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) should also be achieved through schools being able to set their own targets, based on challenging but realistic targets for the progress of each individual child, with LEA targets being set after this. In addition, the policy document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) encourages schools to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The policy document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) was intended as an enabler, with leadership in schools being strengthened in terms of professional development of teachers towards the whole curriculum, and in terms of helping schools themselves design broad curriculum that links different areas of the curriculum and which thus provides children with as wide as possible a range of learning experiences (DfCSF, 2008). The policy document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) argues that the best primary schools are those that offer a broad and rich curriculum, and that, based on this it is fundamental that schools develop their own distinctive character through taking ownership of the curriculum, by being creative and innovative, using tests, targets and tables to help every child to develop his or her potential (DfES, 2003). Essentially, the policy document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) urged the promotion of excellence in primary teaching through building on the success of the National Literacy and Numeracy Strategies, using the new Primary Strategies to extend this success in to other areas of the curriculum, including in foreign languages, sport and creativity, amongst other areas, measuring the success of this curriculum through assessments (DfES, 2003). There are many ways in which assessment activities can take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National Curriculum tests and/or formal examinations (Kyriacou, 1999; p.107). Kyriacou (1999; p.107-109) details each of these assessment protocols, showing, for example, how, although monitoring classroom activity is a part of the normal routine of a teacher, the monitoring, when it becomes investigative and active can become a form of assessment (Kyriacou, 1999; p.107; Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which t he children are failing to learn as quickly or as thoroughly compared to other areas, for example. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective. In terms of how the assessment is actually made (i.e., the actual process of assessment), evidence is collected through an ongoing process, via the teachers knowledge of the child, information from other contributors who are in regular contact with the child, anecdotes about significant moments in the child’s development, and focused assessments, based on observation where observation is understood to mean â€Å"the practice of watching and listening to a child as they engage in an activity and demonstrate specific knowledge, skills and understanding† (NAA, 2007). As pointed out by Kyriacou (1999; p.106), it is imperative that an adequate record of the child’s achievements, and their assessment, is kept, and that portfolios of children’s work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effe ctiveness be improved. Teachers thus need to be competent in many areas in order to ensure that the assessment process goes smoothly for all concerned and that the assessment process is something that can be useful for teachers, in terms of improving teaching practices. The need for teachers to be competent in the assessment of children is reflected in the fact that the DfEE (2000) list of standards for teachers lists the ability to assess and record each pupils progress systematically as a competency (Kyriacou, 1999; p.106). In addition, it is fundamental that assessment judgements are agreed amongst all concerned, so that all those involved can make the best, fullest, use of the information. The Primary Strategies outlined in the policy document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) thus built on the National Literacy and Numeracy Strategies to lead to the development of the Primary Curriculum, with the National Literacy and Numeracy Strategies being embedded in the Primary Strategy (under the framework of the Primary Framework for literacy and mathematics that was launched in October 2006) (DfCSF, 2008). This new framework builds on the learning that has taken place since the National Literacy and Numeracy Strategies were launched in 2003, providing new structures and new impetus to the vision embodied in the policy document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003), extending, as it does, the support given only to literacy and to numeracy to other subjects (DfCSF, 2008). The overall ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to child ren’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). In terms of the future education of primary children, and how assessments at the primary level affect children’s future educational development, it is well documented that the level of educational attainment of a child (as assessed through Key Stage 1 assessments) cannot – alone – be used as an indicator of how well a particular teacher or school has performed; it is the relative progress that needs to be considered in terms of making an assessment of how children’s future educational prospects are affected by the assessment process (Kyriacou, 1999; p. 106). Ways to do this include taking baseline measurements of achievement and comparing these with achievement following a certain time period of education, or taking value-added measurements (Kyriacou, 1999; p.106). In terms of tracking how children progress beyond the primary level, the relationship between Key Stage 1 assessments and attainment in terms of National Curriculum levels needs to be explored (AAIA, 2007). As discussed by AAIA (2007), however, Key Stage 1 attainments cannot be directly related to National Curriculum levels and any such attempts would result in spurious information (NAA, 2006). It is clear, however, that the higher the child’s assessment at Key Stage 1, the more likely it is that the child would attain high levels following the National Curriculum tests (AAIA, 2007). Cohen et al. (2004) provides information on how to plan and organise classes, and shows how the Qualification and Curriculum Authority (QCA) has set out principles for early years education (QCA, 1999; 2000; 2001), on the basis that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure†. As the QCA (1999, 2000, 2001) point out, early years education should be carefully structured, providing different starting points, depending on what the child can already do, should have relevant and appropriate content, matching the different levels of children’s needs and should provide planned and purposeful activities which provide opportunities for teaching both indoors and outdoors, with teachers who are able to observe and respond app ropriately to the children under their care. This is on the basis that â€Å"parents are children’s first and most enduring educators† (QCA, 2000, p.9), and that teachers provide a series of stepping stones through foundation stages, through Early Learning Goals, through primary level, which articulates with the National Curriculum which all children from age five are legally bound to follow (Cohen et al., 2004; Parliamentary Office of Science and Technology, 2000). Cohen et al. (2004) show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen et al., 2004). As Morrison (2000; p.122) states, â€Å"the intention (of learning) is to extend play, to empower students and to enable them to take responsibility for their own, active and autonomous, learning and to develop in all aspects of their learning†. This is conducted, generally, through four key elements: classroom arrangements (with such things as centres of interest), daily schedules of plan-do-review sessions, key curricular and learning experiences and content and assessments through observation, recording and s haring, using authentic assessment and portfolios (Cohen et al., 2004). By following such suggestions for enabling learning at the primary level, continuity and progression are ensured. Continuity is generally defined, and understood, as ensuring that the overall aims, values and beliefs that give direction to, and put boundaries around, the scheme of work are consistent, regardless of who is teaching or answering later questions (Fabian and Dunlop, 2002). Progression is defined, and understood, generally, as the process through which the schools planned activities gradually extend pupils’ thinking, their exploration of values and attitudes, enrich language, knowledge and strategies through increasingly demanding inputs and challenging explorations, matched to pupils chronological age, readiness and circumstance (Fabian and Dunlop, 2002). Through ensuring continuity and progression, children can be enabled to achieve the goals they want to achieve, within the frameworks that are set them. My personal teaching ethos This section takes one or two of my principles to explain how I intend to be an effective primary teacher, using examples from your my school experiences. In essence, I concur with Cohen et al. (2004) that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure† and I agree with the overall stated ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). Taylor and Hayes (2001) provide a discussion as to how education should be delivered, leading me to arrive at several conclusions as to how I should organize my time as a teacher in order to provide the most effective teaching possible to my pupils. I agree with the aims of the Primary Strategy as set out in the policy document, Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003), which encourages schools and teachers to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The dictates of the assessment processes and the Curriculum mean I have to teach within these boundaries, but this does not mean that lessons have to be rigid and that assessments and tests and Curriculum have to be frightening terms to primary age pupils. One of my responsibilities as an effective teacher is to prepare students, as well as possible, for the assessments and to teach the Curriculum in such a manner that the children’s sense of wonder is upheld (see Allen and Ainley, 2007) and that children’s awareness of themselves as part of a whole and as spiritual beings is also encouraged (Eaude, 2005). My aim as a primary teacher is to foster a sense of enjoyment in the learning process and, through this, to foster a love of learning that will continue well beyond the primary level, encouraging success at the secondary level and forging a lifelong love of learning in each individual pupil, based on a sense of wonder at the world, its contents and its processes. I, personally, agree with Cohen et al. (2004), who show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen et al., 2004). It is my aim as a teacher, wishing to be an effective teacher, to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. The Success of New Labour’s Policy Towards Primary Education Tymms (2004) look at how successful the changes to primary education have been, following the introduction of the Numeracy and Literacy Strategies and finds that, whilst the introduction of these Strategies contributed to a rise in standards, independent tests of children’s attainment have shown that this rise in standards is not as widespread nor as high as claimed and that, as such, an independent body should be set up to monitor standards over time, with the purpose of testing how Government planning for education is actually being received on the ground, as it were. A recent Oftsted report (Ofsted, 2003) also shows that some of the aims of the National Numeracy and Literacy Strategy were not achieved (with weak subject knowledge being a common failure of schools), suggesting the Government’s approach to primary education needs to be looked at further. Allen and Ainley (2007) back this suggestion, through their analysis of education in the UK, presented in their book Education make you fick, innit? Allen and Ainley argue that as institutionalized learning has become more common-place in the Uk, through schools and work-based training programmes, possibilities have been foreclosed for emancipating minds, something that is increasingly being applied to primary level education, through the introduction of the Primary Strategy, for example, and the assessment-based curriculum this embodies, which, argue Allen and Ainley (2007) forces teachers to concentrate more on training children in the Curriculum for the purpose of attaining high scores on the assessments than on actually instilling a sense of wonder in learning. Allen and Ainley (2007) argue that this process is killing the sense of wonder in children, and that, even for primary school children, education, the process of going to school, has become little more than a daily grind, rather than a joyous process the children are happy to undertake because they enjoy the process and because the process can bring them knowledge and enjoyment. This essay has discussed the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay has explored this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay began by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moved on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework was then discussed, and how this impacts on teacher effectiveness was also noted. The essay then moved on to looking at the qualities of effective teachers, and effective teachin g in a primary setting, and concluded that some of the facets of Government policies and initiatives – such as continual assessments run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. The main conclusion to the essay is that effective teaching at the primary level should serve to instill a sense of the wonder of learning and should open children’s minds to the possibilities that learning, and the learning process, encompasses. I converge with Allen and Ainley (2007) that the current trend towards assessments, more assessments and yet more assessments is not healthy for children, because it causes stress and can initiate a sense of failure in children who do not achieve high scores on these assessments and also because managing these assessments takes time away from teaching, through all the administration that the tests generate. The argument that these tests do little than to confirm that the education policies the Government is espousing are correct seems valid, and it is, as has been seen, in any case questionable that the standards suggested by the Government, in the Primary Strategy are actually leading to rises in standards (see Tymms, 2004). That the overall stated ethos of the new Primary Strategy framework is that an excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008) is thus a good basis to begin, as an effective teacher, but, in order to avoid boredom in the education process, and psychological problems, due to the huge amount of testing and assessment primary children are subject to, effective teaching not only needs to teach the Curriculum and prepare children for the battery of tests and assessments they will be subjected to, but also needs to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. Effective teachers are thus not only bound by the dictates of Government policy and teaching research which suggests how teachers should teach, but they are, in my opinion, also bound by a responsibility to children, to instill in children a sense of the wonder of learning. In my opinion, and something I will endeavour to achieve in my teaching practice, this sense of wonder can be best achieved through empowering children to realise their potential and to realise they can achieve their goals, through fostering a love of learning. These qualities not only make for an effective teacher but also an inspiring teacher, who will inspire their pupils to want to learn. References AAIA (2007). Assessing children’s attainments in the foundation stage: guidance produced by the AAIA. Available from http://www.aaia.org.uk/PDF/FAQs%20-%20assessing%20childrens%20attainment%20in%20the%20foundation%20stage.pdf [Accessed on 29th February 2008]. Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge J. of Education 34(1), pp.7-33. Allen, M Ainley P (2007). Education make you fick, innit? Tufnell Press, Reading. Brown, M. et al. (1998). Is the National Numeracy strategy research-based? Brit. J. Educ. Studies 46, pp.362-385. Cohen, L., Manion, L. and Morrison, K. (2004). A guide to teaching practice. Routledge Falmer. DfCSF (2008). The National Strategies: Primary. Available from http://www.standards.dfes.gov.uk/primary/about/ [Accessed on 29th February 2008]. DfEE (1998). Teachers: meeting the challenge of change. London: DfEE. DfEE (2000). Curriculum guidance for K1 stage. Available from http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf [Accessed 29th February 2008]. DfES (2003). Excellence and enjoyment: a strategy for primary schools. London: DfES. DfES (2004). Department for Education and Skills: five year strategy for children and learners. London: DfES. Eaude, T (2006). Children’s spiritual, moral, social and cultural development. Learning Matters, Reading. Fabian, H. and Dunlop, A-W. (2002). Transitions in the early years: debating continuity and progression for children in early education. Routledge Falmer. Higgins, S. et al. (2002). Thinking through primary teaching. Chris Kington Publishing, Cambridge. Kyriacou, C. (1997). Effective teaching in schools. Nelson Thornes Ltd. Kyriacou, C. (1999). Essential teaching skills. Nelson Thornes Ltd. Kyriacou, C. (2005). The impact of daily maths lessons in England on pupil confidence and competence in early mathematics: a systematic review. Brit J Educ Studies 53(2), pp.168-186. Morrison, G.S. (2000). Fundamentals of Early Childhood Education. Prentice Hall. NAA (National Assessment Agency) (2007). Additional guidance on completing foundation stage profile assessments. Available from http://www.naa.org.uk/downloads/FSP_factsheet-_2007_Guidance_LA_Completing_Foundation_v042.pdf [Accessed 29th February 2008]. Ofsted (2003). The national literacy and numeracy strategies and the primary curriculum. Parliamentary Office of Science and Technology (2000). Report on early years learning. London: Parliamentary Office of Science and Technology. Pollard, A (2002). Readings for Reflective Teaching Continuum. QCA (Qualifications and Curriculum Authority) (1999). Early learning goals. London: QCA. QCA (Qualifications and Curriculum Authority) (2000). Curriculum guidance for the foundation stage. . London: QCA. QCA (Qualifications and Curriculum Authority) (2001). Planning for learning in the foundation stage. . London: QCA. Siraj-Blatchford, I, Sylva, K, Taggart, B, Melhuish, E., Sammons, P, Elliot, K. The EPPE Project [1997-2003] Available from http://www.teachernet.gov.uk/teachers/ issue34/secondary/features/steppingup www.standards.dfes.gov.uk/schemes2/ ks1-2citizenship/cit1/2 [Accessed on 29th February 2008]. Springate, D (2004). Democracy in Schools: Some European perspectives. Springate, D (2006). Empowering Children Through their own Research. Taylor, W. and Hayes, D (2004). The RoutledgeFalmer Guide to Key Debates in Education. RoutledgeFalmer. Tymms, P. (2004). Are standards rising in English primary schools? Brit Educ Res J 30(4), pp.477-494. Webb, R. et al. (2004). A comparative analysis of primary teacher professionalism in England and Finland. Comp Educ 40(1), pp.83-107. Webb, R. and Vulliamy, G. (2006). The impact of New Labour’s education policy on teadhers and teaching at Key Stage 2. FORUM 48(2), pp.145-158. Wilce, H (2007). Nurture Groups: Can they prevent bad behaviour in the classroom?

Families And Sibling Abuse Understanding The Unthinkable

Families And Sibling Abuse Understanding The Unthinkable Abuse, whether it be physical, emotional, or sexual, can infiltrate a family setting and alter the dynamics greatly. Within a family there are different relationships and bonds, and each one of those relationships may have a different motive and form of abuse within it. A type of abuse within a family that does not receive much attention from society is abuse by siblings. In general, abuse within a family is thought of as a parent abusing a child and asserting their authority in such a way, but the matter of abuse by a sibling is also very important to understand and there are many implications of such abuse. This research paper will address the importance of sibling relationships to further understand the implications that come about from abuse within them, what healthy sibling relationships should look like, the commonality of different relationships of siblings having incest, types of family configurations where sibling abuse is present, and the treatments of siblings that abuse a nd are victims of abuse. Four articles will be used to understand the issue, Sibling Family Practices: Guidelines for Healthy Boundaries (2009) , Sibling Incest: Reports from Forty-One Survivors (2006), Making Sense of Abuse: Case Studies in Sibling Incest (2006), and Treating Sibling Abuse Families (2005). Abuse is a very powerful word that comes with many connotations. The actual definition of abuse has problems with it because it is not universally accepted and the perceptions of abuse from individual to individual vary greatly. Everyone has their own personal opinion on what abuse consists of and in general it is typically thought of as causing harm to another person. Abuse is an issue that has many intersecting factors and many layers that are rooted deep in relationships. One type of abuse that is of great importance, as are the others, is sibling abuse. Sibling abuse is abuse that is perpetrated by one sibling to another and may be physical abuse or sexual abuse, known as incest. The importance of this type of abuse is that it is not given much attention in society and it is difficult to comprehend. Society does not recognize sibling abuse as easily as it will recognize abuse between intimate partners or even abuse between parents and their children. Due to the lack of awareness it is very important to understand what a healthy sibling relationship is, cases of sibling abuse, and treatments of the siblings. By looking at four articles, a view of the issue will come into focus and some light will be shed on the issue of sibling abuse. In Johnson, Huang, and Simpsons research, Sibling Family Practices: Guidelines for Healthy Boundaries, (2009) surveys help conclude what is socially acceptable and what is not within a family. The survey was taken of five hundred people and their opinions generally corresponded. The research showed that when it came to hygiene, bathing together is acceptable for children younger than five if they are of the same gender. If the children are of different genders, the research shows that it is acceptable for children younger than four to bathe together. Showering is a similar issue, being acceptable for same gendered siblings that are younger than six and acceptable for different gendered siblings younger than four and a half years. The data also reflects adults opinions regarding affection, with the statistics on kissing being 37% saying siblings should never kiss on the mouth and 23% of people saying they should kiss at all ages. (Johnson, Huang, Simpson, 2009). Hugging is widely acce pted between siblings. Caffaro and Caffaro address healthy sibling development in Treating Sibling Abuse Families (2005). Caffaro and Caffaro lend a look at the development of sibling relationships, explaining that sibling ties begin in childhood with parents writing the script. (Caffaro Caffaro, 2005). It is common for parents to assign roles for their children without actively meaning to do so. Siblings are often raised being in a natural competition with their sibling and trying to live up to the label that has been placed upon them by their parents. An example would be labeling a child as the smart one and their sibling as the polite one. These two children would compete against each other to keep their title from the other and would also strive to maintain their title, forming it into their self-identity. Carlson, Maciol, and Schneider conducted research in Sibling Incest: Reports from Forty-One Survivors (2006) in order to get a concise picture of sibling sexual abuse. The research was conducted using thirty-four women and seven men and the majority of the forty-one participants were of white. The study conclusions found that three of the males initiated sexual behavior with their sisters and the other men were victims of sibling incest that was brought on by brothers of theirs. Four women of the study were victims of sibling incest because of their sisters and the other thirty women were sexually abused by brothers. The research from this article clearly shows that males are the most common perpetrators of sibling incest and women are more likely to be the victims, but men are also sometimes the victims of sibling abuse brought on by brothers. Corresponding with this data, Caffaro and Caffaro found that sixty-three percent of the women in their study were victims of incest due to th eir brothers sexual assault. In contrast to the prior study, Treating Sibling Abuse Families (2009) found that the second most common form of sibling incest is from one brother to another, the next most common being sisters sexually abusing their brothers, and the least common form being sisters sexually abusing their sisters. (Caffaro Caffaro, 2005). As discussed earlier, it is difficult for society to see all of these cases as abuse and incest because of the difficulties there are in defining abuse and there are also different views between families of what is acceptable and normal. In Making Sense of Abuse: Case Studies in Sibling Incest (2006), Bass, Taylor, Knudson-Martin, and Huenergardt discuss the possibility of abuse being seen as normal within a family. The research done in the article is case studies that follow two Latin American families where sibling incest was present. One of the families viewed abuse as normal and used secrecy as a way to maintain the abuse. Also, the family did not see outside systems as positive and held the opinion that the systems were invading their personal lives. The second family in the research differed from the first in the way that they viewed abuse as a mistake and unacceptable and they used secrecy to protect rather than perpetuate abuse. The second family also differed in seeing outsi de systems and legitimate and, although the systems caused some hardships, they saw them as appropriate and not intrusive as the first had. (Bass, Taylor, Knudson-Martin, Huenergardt, 2006). Treatment for sibling abuse may begin with what is referred to as a Sibling Abuse Interview, or SAI for short. (Caffaro Caffaro, 2005). The SAI functions by asking questions of all family members about the relationships that are currently between the siblings and also the history of those relationships. The SAI asks questions that deal with abuse and trauma and also points out areas of family resilience. Treatment is usually similar to treatment of other forms of abuse, but the therapy is slightly modified. There are two different perspectives when it comes to sexual abuse of children and they are the Child Protection Movement and the Feminist Movement. The Child Protection Movement holds the philosophy that the child victim is the most important at that time and that the entire family is responsible for protecting that child and providing them safety. The ultimate goal of the Child Protective Movement is to reunite the family with a healthier way of living. The Feminist Movement fa vors advocacy over all others. This perspective feels that it is necessary and most beneficial for the victim to have an advocate on their side that is determined to establish protection for that child in the present and the future as well. The Feminist Movement supports family reconciliation, but it does not hold it as a top priority. (Crosson-Tower, 2010). These two theories produce different forms of treatment and have different strategies for treating the victims of incest. Both hold the victims protection above all else but they differ in terms of what is best for the child, whether it be healthy family practices or advocacy for the victim. The four studies discussed help to give a broad understanding of sibling incest, from the healthy sibling relationships that are used as basis, what sibling incest can be interpreted as in terms of common types, family influences on sibling incest regarding their mindsets, to the treatment and outcomes of sibling incest. The studies were largely consistent and all painted pictures that corresponded with one another. There were some minor discrepancies in findings, such as the commonality of different forms of sibling incest, but in general the larger messages were all the same. The implications of the research presented is a better awareness of sibling incest and the ability to recognize red flags when they are present. Sibling incest is more prominent than society likes to think and without understanding sibling incest, it is difficult to prevent it from happening. With understanding, family structures that allow for incest can be recognized and sibling incest can hopefully be dimin ished.

Response to Reading Rohinton Mistrys A Fine Balance Essay -- A Fine B

Response to Reading Rohinton Mistry's A Fine Balance I chose to read Rohinton Mistry’s A Fine Balance, a story about four very different people living in India during a period of great civil unrest known as The State of Emergency. I found this book incredibly easy to get into because of the way Mistry writes. He seems to create the story around you, placing you in the setting as a viewer, involving you in the lives of the characters. Mistry clearly outlines the political and economic situation of India at the time, further emphasizing the plight of the main characters. The first thing I noticed about Mistry’s writing style is his incredible ability to make you feel like you’ve actually shifted to another country, another continent even. His descriptive ability allowed me to imagine so many little details in the book, the smell of the street, the loud, boisterous vendors screaming their slogans as pedestrians walk by. You really get to feel as if you are witnessing the events as they unfold. The first part of the book explained the story but then it promptly switched to brief histories of each of the main characters before introducing them to the main plot. Mistry gives you the diverse backgrounds of all the main characters, using his beautifully descriptive language to make even simple things brilliant. The story takes place in an â€Å"unnamed City by the Sea† somewhere in India, exploring the lives of four very different people. Mistry creates characters that come from a very different world than I’m used to, maki ng the story all the more interesting for me. Mistry included many cultural references in the story that I looked up so that I knew a little more about the basis of the story. Before I had read this novel I had no knowledge of the State of Emergency (having been born after it took place) so I found reading about it from the perspective of a person experiencing it, very informative. This first section of the novel displays the interaction of the characters quite differently form the interaction they eventually have. All the characters are stiff and formal with each other. It is not until the next section of the book that they start to warm up to each other. Reading Response Journal #2 The beginning of this section marks a change in the book as all the main characters are now living under one roof and their attitude... ...of writing impressive and elegant without being over the top. He takes you on a roller coaster of emotions throughout the novel, leading you from happiness to depression in the blink of an eye. This book taught me something I had already vaguely known, that the world can be a very cruel place. The problem was I had never truly imagined it this cruel and abusive. It broke my heart and completely re-enforced my plans as to what I’m doing after I finish university. I plan on working for th UN in underdeveloped countries, focussing on social interactions and medical services. The way Mistry wrote this book affected me deeply. I think the theme of this book was about the power of human perseverance and the ability of the downtrodden to always look for ward to the next day with optimism. The four characters in this novel face tremendous ordeals and yet they still manage to maintain a small amount of control over their lives. Mistry writes in such a way that you can see their vul nerability, but you can also see how mentally and physically strong they are. They find comfort in the small things we take for granted, and as such they truly show their faith in a society that is failing them.

helmet :: essays research papers fc

Safety in the head   Ã‚  Ã‚  Ã‚  Ã‚  John, being around for your next birthday would be great, so you need to use this helmet, it will save me many days of grief. Please wear this helmet when you ride your motorcycle. Having you come home to the neighborhood is a better feeling then you going home to a grave. This helmet will protect your head from hard hits that you will encounter when you fall off your motorcycle. Wearing a helmet will save you from getting a mangled face.   Ã‚  Ã‚  Ã‚  Ã‚  Since you feel that you are too cool to wear a helmet, let me advise you that having an attitude like that is not smart. When you wear this helmet it offers you protection from head injuries that occur when you fall. The pictures that are in the medical files show causes of death, involving motorcycle related crashes. The pictures are not too cool to look at. The pictures show dead bodies with faces and body parts that have been grounded down to the bone so much that they are not able to be recognized. I do not want you to be part of those pictures. John, you must wear this helmet when you ride. Another advantage to wearing your helmet is the face shield, the shield protects your eyes and face from flying rocks and other debris. Not to mention all the bugs that will hit your face and get in your eyes. John, according to the morning sun, the number of people killed in traffic accidents increased slightly last year partly due to yet another jump in fatal motorcycle accidents. Federal estimates released last week show that after many years of decline, motorcycle deaths steadily increased from 97-01, and have grown 27% in the four-year period. Last year there were 2680 motorcycle deaths. According to the national highway safety administration, that is 208 more than in 1999, enough to offset the 188 additional traffic deaths. About one-half were caused because people were not wearing helmets or sufficient gear. John, these numbers do not lie. This pole shows 1440 deaths that could have been saved if those people took proper precaution and equipped themselves with a helmets or sufficient gear. Since we all care for you, please do not become one of these numbers this year. Please wear your new helmet. People that have to go threw a death in the family of a loved one is so hard.

Gambling: dangerous to society? Essay

In a study performed by Kerby Anderson of Probe Ministries, a Christian organization that investigates hot topics in America today, he states that there are twelve million compulsive gamblers in the United States. Out of this twelve million, 96% began gambling before the age of 14. He also reported that the average compulsive gambler has debts exceeding $80,000. This means that for this class, if we all grow up to be compulsive gamblers, all but one of us will have started gambling by now, and we will all one day be in extreme debt. Today I will be informing you all how dangerous gambling can be. I will be talking about what good comes from gambling, the negative effects of gambling, and why gambling is a problem. In everything in life there is always some good. To gambling, there are some advantages that affect society economically. According to a study performed by the University of Minnesota, when casinos come into an area, property value around the casino will almost always increase. The casino also creates jobs so fewer people in the area are unemployed. The casino also attracts motels and restaurants that will come into the area. Most casinos are owned by Native American tribes. The casino will raise the income of individuals that belong to the Native American tribe. Along with these economic advantages there are also social advantages. People who work for the casino or the new places around the casino will often feel better about their employment. All people have problems in life. These people must always deal with the obstacles life puts in their way somehow. Some people might use the casino to get a break from these problems and pressures that life places in their way. The only problem with the good things in life is that they usually bring some bad things with them. To gambling, there are just as many, if not more, disadvantages that come with the advantages that it brings. Some of these are economic. Gambling has been proven to be addictive. When people have an addiction that calls for the need of money, they need to get this money one way or another. This leads to people going into debt or committing crimes such as fraud, embezzlement, and thefts. This causes for a need for more law enforcement. Another problem with casinos is that money begins to circulate within the casino system and it begins to cause problems. The money that circulates in the casino needs to be used to improve or keep up with roads and public facilities in that area. There are also social disadvantages to gambling. First off, gambling can become addictive. This causes people to lose a compulsive gambler’s trust and the compulsive gambler’s work to suffer. Gambling also causes families to break apart because they lose trust in each other. In fact, divorce rates are higher in families in which at least one of the adults is a compulsive gambler. People describe a compulsive gambler as many different things. A professor at the University of Minnesota defines compulsive gambling as â€Å"the inability of a person to resist the urge to gamble. It takes control of people, causing them to do and think things that are not what they personally value. A sure sign of addiction is the need to deceive both yourself and others by lying, denying, or covering up. † Compulsive gambling is often described as the purest form of addiction. It is known as this because other addictions such as drug or alcohol addiction involve some sort of chemical, but compulsive gambling is purely psychological. There are ways to stop the problem of compulsive gambling. One way is to completely ban gambling. This is probably not the best solution for the people who do not abuse their right to gambling. Another way is to strictly limit the amount of money one can use by gambling and limit the amount of times a person can gamble each month. This is a good solution because people can gamble, but they can use their right in a safe way. You now know how dangerous gambling can be to society and what comes along with gambling. We have discussed what good comes from gambling, the negative effects of gambling, and why we should keep gambling out of society. I want to leave you with a story about a guy named John. He and his wife found out that their son was in trouble as a result of gambling. They bailed him out of jail for the price of $3,400. That was seven years ago. Since then, John has bailed him out of jail many times. His son has lost three jobs and his wife divorced him. His two small daughters often cry because he would rather spend time at the casino than spend time with them. Works Cited ?Gambling: A Challenge for Youth 1992, Shirley J. Anderson, Roselyn A. Biermaier and Sandra K. Syverson ?Gambling 2002, Kerby Anderson, Probe Ministries ?Is Pathological Gambling Really a Problem? You Bet! 2001, Brian Castellani