Ethical Audit Report of Tesco Essay

According to Mamoria (2010), business ethics is defined as the businessman’s integrity so far as his conduct or behaviour is concerned in all fields of business as well as towards the society and other businesses. Thus, the conduct or behaviour by businessman towards the society or others may have some conflicts and contradictions. The intention of this report is to highlight what and why the incidents happened. The incidents include the employment of illegal workers, price fixing, and poor product quality. All these incidents tend to spoil the corporate’ image of the company and also bring harmful effect to the communities and other stakeholders. So, Tesco took action by compensating to the victims, restructured corporate management system for better performances, and provided training programme and learning course for the employee. The ethical theories applicable to Tesco include Ethics of Justice, Ethics of Duty, and Feminist Ethics, which will also be discussed in this report. In addition, the organization’s best practices and values such as corporate social responsibility and protecting the environment will also be discussed for the close up of this report. 1. 1 Background of Tesco Tesco, one of the largest retailers in the world started its business in 1919. The Founder, Jack Cohen started a grocery stall in East End of London. He made a profit of ? 1 from sales of ? 4 on his first day. After 5 years, in 1924. Mr. Cohen bought a shipment of tea from Mr. T. E. Stockwell where the â€Å"Tesco† brand first appearance. Tesco expanded its business to petrol station in 1974, and became the UK’s largest independent petrol retailer. It generated a total sales topped ? 1bn and doubled up to ? 2bn in 1982. In order to overtake the UK’s leading grocer in 1990, Tesco made an aggressive marketing campaign to open more stores to gain its businesses. In 2000, Tesco continued to expand its business by product range from clothes to electrical and personal finance products when Tesco. com was launched (www. telegraph. co. uk). For more detail on its corporate background, kindly refer to Appendix I. 2. 0 Ethical Dilemmas Ethics in general and ethics in business are very intimate to one another. Therefore one’s personal ethics cannot be completely separated from one’s business or organizational ethics. If you are a man of principles, then you are more inclined to insist on high moral standards in your business and organizations (Gavai, 2010). No matter how strong the corporate policy and system, ethical dilemmas still exist as everyone is looking for their own interest. Tesco, one of the biggest retailers in worldwide also faces the same problems such as illegal workers, price fixing and poor product quality. . 1 Illegal Workers Tesco was caught for hiring 30 illegal workers who were foreign students at one of its warehouses. These students were from 11 different nationalities; mostly Bangladeshi and Indian origins were alleged for working up to 3? times longer than their allowed working hour in visa permit (www. visabureau. com). They worked as much as 50 hours extra than the allowed ho urs of 20 hours per week. This incident happened after the UK border Agency enforcement team visited their factory on July 2012 in Croydon (www. immigrationmatters. co. uk). The retailer took responsibilities by giving corporation to the investigation as they insisted they did not condone illegal working (www. telegraph. co. uk). Anyhow, employees were considered the victims in this incident as they had not been protected by the company’s employment rules, where they were forced to work for extra hours. They faced big losses such as inability to further education and having a work-life balance. Employer did not protect for employee welfare, they abused employee right to work extra which prompted to product high productivity, maximize the profit margin by saving cost of employee salary. Supplier played a key role in this scenario, as it was the only party to transform information between the employers and the employee while in the process of recruitment. In fact, there was wrong information sending either to the employer or the employee. 2. 2 Price Fixing Tesco was accused in the scandal of the pricing fixing on its dairy products such as cheese and milk. The consumers from the Office of Fair Trading in UK reported that Tesco had charged them an additional of approximately ? 270M between years 2002-2003. The huge amount was accumulated from 3 pence extra for a pint of milk, 15 penny extra for each quarter-pound of butter and the same amount per half-pound of cheese for every single purchased together with another 8 firms were implicated in the collusion (www. dailymail. co. uk). They were caught by breaching the competition act in synchronising the increased price with other competitors for certain dairy products. However, Tesco’s competitors had admitted and OFT had been given discount on the fined amount as they had given cooperation in the investigation. When the corporations did not practice fair competition which comply with the competition law, consumers were the victims because they did not protect in fair trading. This is clearly a strong violation of consumers’ rights (www. savistamagazine. com). Shareholders in the corporations basically earned extra profits in this scenario. Whereas, this practices was not encouraged as they must obey the corporate law which was stated in the Corporate Governance. Government department plays a key role in this embarrass scenario; their intention was to protect the consumers. Their penalty towards the corporations sent a clear signal to them not to violate consumers’ rights. In fact, families in UK suffering big loss of expensed extra for the daily goods in unknowingly. They should be protected under the fair trading policy which ensured them to trade in worthiness. 2. 3 Poor Product Quality Tesco also received a punishment from the Bracknell Magistrate Court for selling 127 outdated foods in the Martins Heron branch on May 2011. The foods included beef-burgers, ham and chocolate cheesecake. This incident happened when a girl fell sick after consuming chargrilled chicken pasta salad. This prompted Bracknell Forest Trading Standards officers to investigate the matter after receiving the complaint. The officers found that the foods had expired for 16 days during a visit to the store (www. getreading. co. uk). Trading Standards officers commented this matter as the â€Å"worst case of out-of- date product† that they had ever seen (www. mirror. co. uk). The irresponsible behavior acted by the management of Tesco was strongly affected to the public health. It also brought suffer to the consumers from physically and mentality. The shareholders were also facing lost when the management was careless in managing the stocks. Besides the above, Tesco was discovered for selling 100 expired food products which included yoghurts, fruit smoothies, soup, gravy, vegetable pakoras, packaged salad, pasta bowls, samosa and bhaji snack packs and guacomole dip. These items were past their sell-by-dated of between 1 to 17 days. The occurrence was engaged by a manager who had 20 years experience but his first time to manage the largest store chain, Tesco Extra. Shoppers had complaint about the poor problems to the Coventry City Council and the trading standards officers had proven the issues after their raids at the branch in Gielgud Way, Walsgrave in November 2009 (www. oventrytelegraph. net) 3. 0 Actions taken to solve these dilemmas According to the Merriam Webster Dictionary, dilemmas are situations or problems where a person has to make a difficult choice; an ethical dilemma is a problem where a person has to choose between a moral and an immoral act (smallbusiness. chron. com). Dilemma occurrences in the workplace are common and action taken to solve them is very important, whereas theory of ethics can be applied as guidelines which may bring the moral decision. 3. 1 Reinforce in recruitment and management system Tesco was fined for a total of ? 15,000 by UK Border Agency (UKBA) for 23 students, of various nationalities who had breached the visa working terms (www. telegraph. co. uk). UKBA was reflecting UK government’s intention into act which has promised to overwhelm on visa abuse. The 23 individuals were not permitted to enter UK again (www. visabureau. com). The Britain’s biggest supermarket had ensured that the incident in this nature will never happen again. One of the executive had been laid off after the lacklustre performance (www. telegraph. co. uk). Tesco was a founder member of Ethical Trading Initiative (ETI). They searched employee with high standard by applying the ETI base code which included; no exploitation of child labour, working hours not exceeding (20 hours per week for foreign workers) and regular employment is provided (www. tesco. ie). However, the government had carried out a good job by taking serious action against any employers who had breached the visa working terms. After the fined it brought a â€Å"warning† to the competitors and simultaneously as a reminder to them to have good ethical practice while in competition. Nobody is allowed to breach the rules in order to obtain success in competition. In addition, after UKBA taken action against the employer, the rest employees will enjoy the benefits which to work in regularly, fair treated, feel protected and concerned by the government. Employer was ensured that the management system been improved after laid off an employee who made mistake. Employer was informed to put employee’s welfares as priority. 3. 2 Defending the rights Tesco was slapped with the fined of ? 10m for price-fixing of its dairy products by the Office of Fair Trading (OFT) in 2011 after seven years of investigation. However, they threatened to fight back by taking legal action against OFT to defend themselves. The company claimed they were â€Å"surprised and dismayed† with the fined and strongly denied with any collusion in changing pricing detail with each other via the dairy processors. Tesco stand at its point vigorously and throughout the court. However, it had urged the government to deprive OFT of its power to investigate and punish firms under the competition act (www. mirror. co. uk). The intention of OFT was to alert the industries that the competition laws was enforced in ensuring the shopper in a fair trade condition. Hence, after the punishments were sent, it was ensure that the competition was maintained under the competition laws. Furthermore, competitors were only able to divulge information to each other via dairy suppliers. Suppliers were also not been honest in this incident. Suppliers did not bear responsibility of providing high quality products with reasonable prices where the consumers are able enjoy the benefits. Thus, suppliers being fined by the OFT were considered reasonable. No matter how the employer wanted to fight back with OFT, they had to pay the fine and settled it in the fastest way where to stop any embarrassing matters to affect their sales figure. At the same time, the costly and time consuming case might affect the expense of both taxpayer and business as well. So the fine paid has benefitted the consumers which bring fairness of their trading. 3. 3 Compensations After Tesco had admitted selling of outdated food, it was fined by the Bracknell Magistate Court for ? 12,000, and ? 15,000 in legal fees and a ? 15 victim surcharge. The Charges were related to 88 types of food which were put on shelves for sales. Tesco had to bear for the penalty as they knew that selling of out-date-food brought harm to the public health (www. tutorcare. o. uk). In order not to repeat their mistake, they were reinforced through staff training at the Bracknell store to ensure all the processes undergone strict quality control and the procedures were complied. Customers are the cause and purpose of every business. A business is supposed to serve them satisfactorily (Gavai, 2010). According to Tesco Corporate responsibility, they were running local s upplier programme for the purpose of getting fresh and quality products. Therefore, the company had to enforce the programme to ensure it was running smoothly and the supplier complied with it. Employers had to bear the responsibility for the incident where there was serious problem in the management. The accused significantly spoiled the corporate image and reputation which cause the sales figure to drop. However, the employers had made a right decision for admitting the mistake and paid compensation. It significantly showed that Tesco was applying the Ethics of Justice. According to Plato (2010), justice is an order and a beauty of the parts of a whole. Justice is effective coordination. It is an effective harmony of the whole. Ethics of justice can be defined as what is right and what is wrong in clear and precision. It was related to the notion of fairness. When a person is been treated unequally or deprived from what he deserved, then he was treated with injustice. Tesco realized that treating someone injustice was an immoral action, so they pledged guilty and paid fined which tend to bring fairness to the consumers as to determine this action on the criterion of rightness, which is one of the concepts in Ethics of Justice as well. Furthermore, Tesco was fined for ? 33,400 for 43 charges of selling 100 out-of-date foods at a hearing in Coventry Magistrates Court and a further of 94 charges after considering their sentenced. However, some shareholders of Tesco were present in court to show their seriousness of this matter and their concern on the case. They pledged guilty on the charges and their managers were laid off and two other employees were being disciplined (www. lacors. gov. uk). Employees had th e responsibility to carry out their job by following the corporate system. Some of the mistakes were not being tolerated and it has brought harm to the public health. The Coventry council was pleased with the results as the sentenced brought a warning to other competitors in the same industry that the government had stand at their point for the communities was appreciated. 4. 0 Best Practices and Values According to Donald, White and Bedner (2010), value is a concept of the desirable, an internalized criterion or standard of evaluation a person possesses. Such concepts and standards are relatively few and determine or guide an individual’s evaluation of many objects encountered in everyday life. Values are tinged with moral flavour involving an individual’s judgement of what is good, right or desirable. Tesco has practiced several communities’ works as a return to the society and tried to deliver values to them. Corporate social responsibility is in the interest of business because, by contributing to social change, it can create a better environment for its own transactions, thereby developing business while being socially responsibly (Rendtorff and Dahl, 2009). 4. 1 Communities Works Tesco plays a vital role in the local communities by supporting them actively without preconditions. They wanted to have a good relationship with the communities in which they operated. The fundamental condition that Tesco can provide to the communities is providing good quality, affordable foods and goods, and offering job to the unemployment. Besides that, they are listening and responding to the local communities for their needs and values, carrying out the issues that matter to them positively, and improve the local area by providing lasting contributions. They regularly set up a new store in the area where the retailers or businesses had been neglected. Tesco also launched a Regeneration Partnership Programs in UK where Tesco was proud as this prompted to providing job opportunities to the long term unemployment. In May 2012, they had their first launched store under the regeneration program in Hungary at Debrecen. Hiring 100 unemployed and providing 42 with courses organized by Regional Labour Centre helped them to readjust in their routine of daily work. Tesco also gathered the local communities in a centre point for them to interact. In Turkey, Tesco Kipa Family Club offered Cooking class, Dancing class, chess and learning English Class to their 60,000 members. In addition, Tesco had over 100 schools of Extended Class in South Korea to let the customers and families to attend Arts and English Class. Presently, Tesco had over 750 communities champion working into the communities which communicated with the communities effectively. They were organizing activities such as Healthy Eating to the primary school and local school children, charity event by collection or bag packing, and also asking the staff and customers to join the events like Race for Life (www. tescoplc. com). Without doubt, values to the communities such as responsibility, accountability, concern and unity had contributed absolutely by Tesco. â€Å"Value† so understood is a very broad category. It includes all sorts of things, from personal desire like health or a sense of humor to social ideals like wealth or liberty (Weston, 2010). They are responsible to the communities by giving them quality product in affordable prices. In addition, they were giving values of accountability by organizing learning class for the communities to gain their knowledge and interests. Tesco is also concerned about the communities of the unemployment, giving priority to the unemployed for job opportunities which also gave them better future and better life. Unity of the communities is very important in local area, Tesco provided a platform for the communities to communicate, interact and work together. They looked forward that every business and store were valued by the communities as they were trying hard to give interest to the communities. Tesco contributed a lot of times and fund to the community works. This demonstrates the application of Ethics of Duty. According to Kant (2010), a duty is obligatory and one has to do his duty regardless of any situation. Most of the time duty implies an action that one is expected to do as a part of society which may be neither for self-satisfaction nor for immediate happiness. Tesco knew what their prime duty to the communities was. Having a good thought is not enough but must in action. An action with potential concern showed their responsibility to the communities. 4. 2 Protecting Environment Protecting the environment is one of the important missions set by Tesco. The only way to deal with it was reducing the impact on the environment, including water and energy usage. All the suppliers have to follow the program with Tesco by reducing carbon footprint on the product and manage the water usage in all the store chain. The mission to be achieved is to become a zero-carbon business by 2050. Achieving a mission is not only in planning but practice. Tesco has converted over 100 stores to natural refrigeration across the corporate. The project in Kenya for the Lake Naivasha water stewardship helped to reduce water pollution and raised the water levels, replace transportation from lorries to rail transport which saved 15,000 tonnes of CO2e per year. Tesco had also collaborated with Unilever to create awareness amongst customers of sustainable product choices; more than 10,000 customers were advised to reduce their water footprint in Turkey. Tesco practiced by reducing in packaging and minimizing waste in their dairy operation which helped to reduce the impact on the environment. Reducing waste was the priority plan for Tesco. They used a market-leading store ordering system which helped to predict what each store chain will sell, this minimized waste of food accurately before it reached their customers. The programmes of minimizing the store’s operational waste started running since 2009 throughout the world’s store chain. They did not send any wastage from the UK store to the landfill. If the wasted were unable to recycle then it will be converted into other sources of energy. In China, cardboard and wasted oil in the stores had been fully recycled. In Poland, in order to increase the rate of recycling, they have conducted an audit of waste segregation in stores. In Malaysia, they encouraged the employees to recycle by launching a weekly league table to record who recycled the most. In US, they sent their waste food to the food bank for those who needed to reduce the wastage. And lastly in Slovakia, they donated the waste food the Hunter’s association for feeding animals. The materials used for product packing were the lightest weight and sustainable and also gave opportunities for recycling. Since 2007, Tesco have reduced the packaging of own-brand product more than 15% in UK, which included cutting glass usage by 420 tonnes annually when producing their own label Champagne. They also changed traditional packaging of toys to new packaging reduction technique that brought 15% reduction. In UK, Tesco also has commitments with WRAP’s Courtauld 2 (Waste and Resource Action Programme) to reduce the packaging waste by 2012. The commitments included the reduction of weight, recycled content of grocery packaging to be increased, rates of recycling to be increased, and carbon impact to be lowered by 10%, reduction of 4% for the UK household food and drink, and reduction of 5% for the products and packaging waste in the supply chains (www. tescoplc. com). Caring for the environment brings value of duty, love, hope, and comfort. Tesco has carried out their duty towards the society by committing on wastage reduction. All the resources taken from the earth and environment were fully utilized and the balances were recycled. This duty is belonging to everyone; therefore Tesco has taken it into priority. Tesco also showed the values of love. In terms of loving the earth, loving the environment, and loving each others in the world by saving the resources such as water. Human being is unable to live without water. Tesco knew the seriousness so they ran several programmes on reducing the usage of water. Tesco is giving Hope to the society as well, saving resources in order to prevent resources shortage, and climate changing. Value of hope is generating with these practices to the people. Living in harmony and secure which may concern for the next generation as well. With the clean environment, the values of comfort arise and the people can feel that they are living in a peaceful world. This is the main objective achieved by Tesco. A comfort lifestyle may bring positive thinking to the people, staying with tolerance and forgiveness. Tesco has significantly practiced ethical theory of right for the programme. According to William Sbaw (2010), a right is an entitlement to act or have other acts in a certain way. Everyone has a right in doing certain action and simultaneously expecting others not to deprive its right. However, others also possess a right to disagree to the action, but they cannot dismiss it. Tesco promoted the protecting environment programme and has prompted to let the communities knew that they had the right to live harmony. Right and Duty are correlated as that our prime duty is to protect the rights of people (Gavai, 2010). Tesco has the duty of giving fairness to the society and the communities have the right to enjoy the fair treatment. 5. Conclusion Business ethics is important for a corporate because it brings significant benefits and advantages. Corporation with good business ethics prompt to have good image and reputation in the market, which assist to create market awareness and promote sales easily. Furthermore, a corporation best practice such as corporate social responsibility is also very crucial which to protect the employees and communities’ welfare, c orporation may enjoy benefits for itself also because a good corporate social responsibility may create loyalty of an employee. A loyal and committted employee will stay with the corporation constantly and increase productivity, which can reduce labour turnover as well. Whereas, Tesco, as one of the biggest retailers in the world, which cover business internationally (refer Appendix II for International business Chart), they realize the importance of these and working hard to practice good ethical behavior, create value for the communities and providing moral decision to settle the ethical dilemma to ensure the stakeholder and communities can enjoy the benefits.

French Court System

The French court system is a double pyramid structure. There are two separate orders: administrative courts and judicial courts. Each order has a pyramid structure, with a single court at the top and various courts at the base. Litigants displeased with a court decision can seek a review before the next court up in the hierarchy. In each order, a single court of last instance ensures that the lower courts interpret the law in the same way. The administrative courts settle disputes between users and public authorities. The Conseil d'Etat hears cases in first and last instance. It is both adviser to the government and the supreme administrative court. †¢The courts with general competence are the administrative courts, administrative appeal courts and the Conseil d'Etat (as a jurisdiction). †¢Administrative courts with special competence are the financial courts (Court of Auditors, Regional Courts of Auditors, Court of Budget and Financial Discipline) and various other tribuna ls like the disciplinary bodies of professional orders.The judicial courts settle disputes between persons and sanction offences against persons, property and society. There are three categories of judicial court: †¢the courts of first instance: – the civil courts: district courts, regional courts, commercial courts, employment tribunals, agricultural land tribunals, social security tribunals; – the criminal courts: . ordinary courts: police courts, regional criminal courts, assize courts; . specialised courts: juvenile courts, military courts, political courts and the maritime criminal court; local courts, created by Act 2002-1138 of 9 September 2002 to meet the need to make justice more accessible, swifter and capable of dealing more appropriately with small claims and minor offences. Local courts have lay judges; †¢the courts of second instance: the appeal courts; †¢the supreme court: the Court of Cassation, responsible for ensuring compliance with th e rules of law applied by lower courts. It judges the form and not the merits, unlike the courts of first and second instance, which judge the facts.

Negotiations - Asking until you get to No Assignment

Negotiations - Asking until you get to No - Assignment Example It seems the customer might have some alternative ways of acquiring the medicine to sell. The most difficult question was asking the shopkeeper to sell for some antibiotic medicine. Under normal circumstances, the mandate of selling medicine is with the pharmacists or the chemist. The shoppers would expect their customers to request for the shop items only. Asking the customer whether he sell the antibiotic is equally challenging because the customer is likely not a medic. The customer would feel somehow intimidated though I could calm his temper by politely telling that he resembles a medic by his mode of dressing. The easiest part of the task was the reaction section. Whenever the question targets the right individuals, the response would be distinct. Posting the right question to the right people implies directing questions to relevant parties. It sounds easier to ask the chemists about the medicine and getting positive answers is not a surprise. From the question on anti-biotic, I learned that the only way to win the argument is by persistently asking the questions. On the other case where the same question asked of different people would give a mix reaction arose. The question about listening to music received mix answers from different people. The most challenging part of this task is addressing the stranger (the driver) the issue of listening to music. I argue in this sense because I thought the answer would be obvious to many people like listening to music. The easiest part of the same question comes when addressed to my roommate. The roommate is my friend whom we share with a lot of time. I feel comfortable asking him questions. The easiest question to ask is to someone familiar with you. The greatest surprise I got from my study was that learning to understand someone wholly is an undeniable challenge. My closest friend, my roommate challenges me most with his â€Å"No† response regarding

Contract Law Coursework Example | Topics and Well Written Essays - 2000 words

Contract Law - Coursework Example Under normal circumstances, one party’s document will have different terms from the other party’s terms thereby begging the question: whose terms governs the contract? This is what leads to what is termed as the â€Å"battle of forms.† Such a case was explored by Lord Denning in Butler V. Ex-Cell-O3. In case there is a battle of forms in any transaction, a contract is assumed to have taken effect as soon as the last of the forms is sent and received without any issue or objection being taken to it. Nevertheless, a difficulty arises when it comes to deciding which form or part of the form is a term or a condition with regard to the contract in question. Under some cases, the battle is won by the party that fires the last shot. This is the general rule under the battle of forms4. The last shot rule provides that no contract comes into existence as long as an offer and acceptance does not match. Under such a situation, each party’s reference to its own genera l conditions is taken as a rejection of the other party’s offer, thereby treated as a counter offer. It is only if one party to the contract accepts the other party’s offer, plus all the conditions prescribed in it that a contract is deemed to have been formed. The terms of the contract in this case refer to those of the party who has managed to ‘fire the last shot.’ In most cases under the battle of forms cases, this becomes the seller5. For instance, by sending the seller a purchase order by making reference to its general conditions, the buyer makes an offer under his personal standard terms. Then, by making reference to his/her own standard terms in the reply the seller makes a counteroffer and consequently rejects the buyer’s terms. The buyer is implied to have accepted this offer through acceptance of its delivery. This was evident in the case between British Road Services V. Crutchley6 . In this case, the court held that Crutchley’s co unter offer, which was not objected to by the British Road Services, was valid and, as such, carried the day7. From the case, it is evident that the victory was for the party that fired the last shot. It is worth noting that despite this being the general rule under battle of forms, certain exceptions exist. An exception comes where the victory goes to the party that gets in the blow first. For instance, where one party offers to sell at an express price based on the stated terms on the back and the buyer happens to order the same commodities implying to having accepted the offer on the order form with his own different terms on the back. If the difference happens to be so material to the extent that it may affect the initial price quoted, then the buyer is not supposed to be allowed to take advantage of this difference, not unless he/she notifies the seller regarding the difference. Such was the case between Butler V. Ex-Cell-O8. In the case between Butler V. Ex-Cell-O, it was the sellers who fired the first shot since they expressly made it clear that the contract was to be made only on their terms. Lord Denning alludes that in such a case, the seller should win the battle. Nevertheless, according to the ruling of the case by the court of appeal, the issue at hand was the question of who made the offer against the party that accepted it. As such, since the seller made the offer but the buyer later made a counter offer, which was accepted by the seller by raising no abjection, the buyer carried the day9. Application under

Cultural Differences between U.S. and U.K Essay

Cultural Differences between U.S. and U.K - Essay Example Since the paper is written from the perspective of UK Citizen, it is important to first discuss the different characteristics of the country at hand, which is the US.US culture can be termed as a Western culture because the presence of the influence from European countries can be felt. Although initially it was very much like European cultures, it has developed into a separate one, in terms of different music, values, folktales, dialect etc. Initially the culture was also biased towards some races too. Today, however, the US culture has become more and more racially and ethnically diverse because of the presence of people from different regions across the globe. Some characteristics of the US culture are as follows. Although the US has no official language, a majority of the population (in around 30 states) is fluent in English. Other than English, there are more than 300 languages, out of which Spanish is the most famous, that are spoken either by the natives of US or the people who have migrated from different areas around the world. Although US, like UK, has essentially the same language, the dialects are very different in both countries. The English spoken in the US, more commonly known as the American English, is similar to the language spoken in the UK in many ways. But dealing with a language which is similar to one’s own and yet has different turns of phrase, unexpected meanings and unfamiliar nuances is a problem that is often experienced by British who have gone to America and also by many Americans working in Britain. (Doke, 2004) The dialect of UK English is quite firm while that of US English is more informal. Often, for a UK citizen, it is hard to guess what an American is saying because Americans seem to nibble through the words as they speak. Even if the dictionary section is compared, there is a huge amount of difference. Firstly, it seems that Americans make little use of the letter ‘U’ so when the British spell ‘labo ur,’ Americans spell ‘labor.’ The same goes for other words like colour, behaviour, programme, centre etc. There is also a difference in the meanings of different words or phrases that are spoken in everyday language in both countries. For instance, a ‘1st floor’ in the US might mean the ‘Ground Floor’ in Britain. Similarly a ‘fag’ in UK is a term used for cigarettes while in the US; the same word is used for a gay person! (US2UK) It is amazing how the meanings can differ in two dialects of the same language. Folktales Most of the folktales in the US are the result of a very rich mythology of the Native Americans. The folktales are not just simply

ISLAM. Shi'i and Sunni Muslims Research Paper Example | Topics and Well Written Essays - 1000 words

ISLAM. Shi'i and Sunni Muslims - Research Paper Example Islam is articulated by the divine book, Holy Quran, and is a monotheistic religion. Quran is the text, which is regarded as the perfect word of God by its Muslim followers and by the teachings of Holy Prophet (PBUH). Muhammad (PBUH) is the last Prophet of Allah and the seal on all the prophets and marks the finality of the prophethood. An adherent, or a follower, of Islam is known as the Muslim. The Muslims, without doubt, believe that there is only One and Incomparable God and the purpose of the existence of entire humanity is to serve and love the Almighty Power. They are also of the firm belief that Islam is a full universal adaptation of the primitive faith which was sent at various places and times through Moses, Abraham, and Jesus, who were the prophets of God before the arrival of Holy Prophet (PBUH) (Raana, 2010). Majority of the Muslims in Islam are the Sunni followers these days. According to the etymology of the word Sunni, it is a very broad terms which has been derived from the word Sunnah, which means a ‘normal practice’ or ‘habit’. Sunnis exist from the time of the Holy Prophet (PBUH), and are generally considered as the orthodox, or conventional, form of the religion. They are considered to be the followers of one of the four schools of thoughts: Hanafi, Maliki, Shafii, and Hanbali. These schools differ from each other in the methodologies of interpreting and practicing the Islamic laws (Marranci, 2007). The formation of Sunni sect was the outcome of the election of Abu Bakar as the first successor of the Holy Prophet (PBUH). Ali had already got the candidature for the caliph but when the community chose the closest companion of Holy Prophet, the entire community got divided into two sects over this dispute. Those, who accepted and respected the legality and authority of Abu Bakar’s caliphate composed the majority of Muslims, were later called as â€Å"Sunni,† which means the â€Å"followers of [the Prophet’s] customs [sunna].† The

1. Who is Cathy Crowe 2. Who is Gabor Mate Essay

1. Who is Cathy Crowe 2. Who is Gabor Mate - Essay Example The book delves into stereotypes the homeless have to go through as they attempt to improve their living conditions. Crowe also creates the contrast existing in Canada, a country that is considered among the rich in the world but also has some of its citizens being homelessness. Crowe has also presented lectures on homelessness in different institutions and halls. Crowe serves as Ryerson University practitioner where she visits the institution to interact with students on matters around social justice covering topics such as affordable housing for al Canadians and homelessness in general. Crowe has adopted a practical approach in her lectures, which involves walking through the streets while discussing and demonstrating issues on health, poverty and homelessness (Shahzad, 2013). Due to her input into the homelessness debate, Crowe has received various recognitions including honorary degrees and awards such as the International Nursing Ethics Award while also featuring as the subject in a documentary â€Å"Street Nurse† produced by renowned filmmakers Emmy and Gemini (Diebel, 2010). MateÃŒ  is a renowned speaker and author focusing on subjects such as stress, various forms of addiction and childhood development. MateÃŒ  perspective in these subjects involves analysis of situations based on case histories, scientific investigations and personal reflections aimed to encourage, enlightens and empowers people to recover from particular mental conditions. Matà ©, a professional doctor derives his experience from years he served in Vancouver’s Downtown Eastside where he interacted with many patients suffering from mental diseases HIV/AIDs and addicted to hard-core drugs. Additionally MateÃŒ  has over twenty years of experience in palliative care and family practice. Gabor Matà ©Ã¢â‚¬â„¢s experience in mental illness is based on his past as a Jewish born in

Reading commentaries (( economics )) Assignment Example | Topics and Well Written Essays - 750 words

Reading commentaries (( economics )) - Assignment Example The chapter brings readers to attention of the failure of neoclassical theorists to recognize the upheavals that capitalism was going through, which culminated into emergence of new schools of thought by such economists as Bastiat. Capitalism was subverted by a tinge of imperialism, coupled by a severe depression that ultimately resulted in the Great Depression (Hunt and Lautzenheiser 372). Neoclassical economists assumed normal periods of boom and depression. They also assumed that the economy had self-correcting mechanisms which would automatically fall in action whenever the economy underwent depression. Social unrests such as the World War 1, emergence of fascism and Soviet Revolution had a pervasive effect on the stability of capitalism. The chapter reveals that this instability marked the departure of such economists as Keynes from the classical school of thought. Keynes felt the need to reassess his thinking or ideas which were hedged on classical school of thought. In explain ing the failures of the classical economists, the chapter brings to light two untenable issues that dominated the classical theories. The first issue relates to the concept of utility. ... Classical economists assumed that in equilibrium, the entrepreneur did not make profits. They also failed to analyze the negative features associated with the production process under capitalism. The concept of utility and maximizing profits is clearly elaborated in the chapter. Consumers seek to maximize utility out of a given bundle of good while firms seek to maximize profits. The chapter notes that classical economists came up with abstract ideas to explain the concept of utility maximization. For example, classical economists used indifference curves in their explanation of utility concept and diminishing marginal utility. Classical economists assumed an ordinal approach to consumer preference. The authors have dismissed this as â€Å"conceptually impossible† (Hunt and Lautzenheiser 374). A graphical approach has enabled readers to understand the concept of maximizing utility. The assumption here is that there is consistency in the choice made by consumers and that there are only two commodities involved (Hunt and Lautzenheiser 376). The level of consumers’ income acts as the budget constraint. The concept of indifference curves enabled marginal utility of goods to be measured through analysis of the slope of indifference curves. The concept was also important in determining the equilibrium point at which a firm should produce through the use of isoquants. The chapter also explains how a production possibility frontier was used to arrive at combinations of goods that could possibly be produced in a situation whereby there was efficient utilization of capital and labor in the society (Hunt and Lautzenheiser 375). The chapter has devoted to highlighting key criticisms of the neoclassical economics in order to enable students construct balanced opinions. The

Minimum Wage Essay Example | Topics and Well Written Essays - 1250 words

Minimum Wage - Essay Example Based on research and statistics, it should be said that minimum wage rates, when increasing rather than remaining steady, have broad negative consequences to state and federal economies. THE EVIDENCE Some of the highest state-issued minimum wage rates are Vermont at $8.46, Washington at $9.04 and Oregon at $8.80 (Parrott, 1). The intention of these increases was to improve poverty rates and also stimulate more consumption in the economy. However, a very recent news article indicates that the unemployment rate in Oregon has increased to 8.9 percent in September, up almost a whole percentage point in August (Foden-Vencil, 1). In Washington state, the unemployment rate rose from 8.3 percent in June to 8.6 percent in September (PSBJ, 1). In Vermont, the unemployment rate rose from 4.7 percent to five percent in August (CT Post, 1). Why is this significant? The New England Public Policy Center indicates that rises in the minimum wage rate make it more inviting for business owners to cut employee benefits in an effort to offset higher payroll costs. A current study discovered statistically that when minimum wage rates increase by 20 percent, business-sponsored health care offerings to employees also decrease by four percent (NEPPC, 8). Because many business owners do not like to carry the stigma that is usually associated with social judgment for non-compliance to corporate social responsibility, they will often reduce hours of existing employees rather than slashing health care benefits (NEPPC, 8). All of these efforts are intended to prevent significant capital losses that occur when the minimum wage rates increases, especially important for small business owners without a strong cash or market position. Three of the states having the highest minimum wage rates also all have increases in the unemployment rate at the state level. According to the National Center for Public Policy Research, minimum wage hikes actually cause job losses in the long-term (NCPPR, 1). Th is is because it is usually the small business owner that offers jobs at a minimum wage, however small businesses make up the majority of businesses currently operating in the United States. At the same time, small business owners are experiencing inflationary increases in their supply chain, cost of health care provision, distribution and transportation for finished products, and utility costs. Therefore, significant spikes in minimum wage cannot be offset except through investment and hedging strategies, which is something that small business is not in a position to consider. Texas is one example of a state with a low minimum wage, in-line with the federal rate of $7.25. This state saw a very modest increase in unemployment from July to September, however, the unemployment rate was nearly 100 percent stable from 2010 through most of 2012 (ycharts.com, 1). Unlike other states with significant wage increases and sharp increasing spikes in unemployment, Texas seems to defy the direct relationship between wage increases and unemployment rises. The same is true for Ohio, which also maintains a rate of $7.25, and this particular state saw modest drops month after month in 2012, with a currently stable rate of 7.25 percent, down from over 10% in 2010. This implication in this case, when compared to higher rates, is quite obvious. At the federal level, minimum wage also has negative consequences when it is raised. It should however, to prevent bias from the analysis, recognize that higher wage increases provide

Close Reading Essay Example for Free

Close Reading Essay The answers to these questions emerge more from the doing than the talking. Briefly, close reading is a basic tool for understanding, taking pleasure in, and communicating one’s interpretation of a literary work. The skills employed in close reading lend themselves to all kinds of cultural interpretation and investigation. Close reading takes language as its subject because language can operate in different ways to convey meaning. Reading sensitively allows one to remain open to the many ways language works on the mind and heart. When an assignment calls for close reading, it’s best to start by choosing a brief but promising passage and checking your assumptions about its content at the door. Close reading often reveals the fissures between what the speaker or narrator says and how she or he says it. You know from your own experience that life involves constant, often unconscious sifting of these nuances. Here are some useful steps. 1. Choose a short passage that allows you to investigate the details closely. Here, for example, is the first paragraph of Jane Austen’s Northanger Abbey, Chapter 2. In addition to what has already been said of Catherine Morland’s personal and mental endowments, when about to be launched into all the difficulties and dangers of a six weeks’ residence in Bath, it may be stated, for the reader’s more certain information, lest the following pages should otherwise fail of giving any idea of what her character is meant to be; that her heart was affectionate, her disposition cheerful and open, without conceit or affectation of any kind—her manners just removed from the awkwardness and shyness of a girl; her person pleasing, and when in good looks, pretty—and her mind about as ignorant and uninformed as the female mind at seventeen usually is. This single sentence will give us plenty to work with. 2. Look at diction. What kinds of words does Austen use? Does she aim for lofty diction (used for special occasions) or common diction? Are the words long or short, Latinate or Anglo-Saxon, specialized (i.e. legalistic, medical, jargon, elite) or ordinary? Remember that the rules for diction are different at different times in history. 3. Next, look at sentence structure. Can you map the sentence (find the subject and verb, locate phrases and clauses)? Is it a simple, compound, or complex sentence? How does the structure of the sentence relate to its content? Does the author use active or passive verbs? What rhythms does the sentence structure create—long flowing ones, short choppy ones—and how do these relate to the meaning? 4. After you have looked at language (and there are other technical issues one might pay attention to), you can begin to analyze tone. Is the narrator being straightforward, factual, open? Or is she taking a less direct route toward her meaning? Does the voice carry any emotion? Or is it detached from its subject? Do you hear irony? Where? If so, what complications does the irony produce? 5. At this point, you may discover some difference between what the author appears to be doing (giving you a complete, unbiased picture of her character) and what she also accomplishes (raising doubts about whether these qualities are worth having, whether her character is a heroine after all, whether women have minds at all, therefore whether this narrator can be trusted at all, etc.). You can now begin to talk about the ways Austen’s language, which seems to invite our confidence, is also complicating its message by raising these doubts. 6. At this point, you can propose a generic hypothesis, something like, â€Å"In this passage, Austen raises doubts about Catherine Morland’s character through her use of deliberately banal diction, her strained sentence structure, and her ironic use of the terms of character description for heroines.† 7. You can proceed to fill in the outlines of this point by explaining what you mean, using details and quotations from the passage to support your point. 8. You still, however, need an argument and will need to go back to your opening to sharpen the thesis. The question is Why? Or to what effect? Your thesis might build on what you’ve already written by suggesting: Austen creates this irony early in the novel to alert the reader to the ways she’s subverting narrative conventions. Or: The effect of this description of Catherine is to undermine any notion of her powers as a heroine and to introduce Austen’s theme that true character emerges from weakness rather than strength. Or: Austen’s cavalier treatment of her heroine suggests that she has little respect for the typical education of young women. 9. Even with these more developed statements, you will need to explain and support your point further. But you will have achieved some very important things, namely: 1) you have chosen a specific piece of the text to work with, hence avoiding huge generalizations and abstractions that tend to turn a reader off; 2) you have moved from exposition (explaining what’s there—and really, shouldn’t a reader be able to figure these things out for him or herself?) to arguing a point, which will involve your reader in a more interactive and risky encounter; 3) you have carved out your own reading of the text rather than taking the more well-worn path; 4) you have identified something about Austen’s method that may well open up other areas of the text for study and debate. Bravo! 10. With your more refined thesis in place, you can go back and make sure your supporting argument explains the questions you’ve raised, follows through on your argument, and comes to a provocative conclusion. By the end, you may be able to expand from your initial passage to a larger point, but use your organization to keep the reader focused all the way. The most exciting thing for a reader, and the most useful for an essayist, is that close reading generally offers surprises. Your project is not so much about telling readers what they probably can see for themselves but what they might have missed that could delight them. It’s helpful, then, to go into the paper with an open mind and be ready to adjust your thesis to the evidence you find in the text. Have a blast!

Enrichment Issues in Animals: Andean Bear and Asian Elephant

Enrichment Issues in Animals: Andean Bear and Asian Elephant In this write-up the environmental enrichment issues of two species housed at the Belfast Zoological Gardens will be discussed. Environmental enrichment can be defined as the development of stimulating settings for animals within a zoo as a means for them to demonstrate species-typical behaviour such as exercising control or choice (Shepherdson, 1998). The two species in this piece being investigated are that of the Andean (spectacled) bear and the Asian elephant. Information on Environmental enrichment Environmental Enrichment has often been described as a vital role to the daily care and integration of a species. The process of enrichment techniques can divide into two broad categories; inanimate enrichment and animate enrichment. Inanimate enrichment includes subdivisions such as novel objects, exhibit design, visual, auditory and olfaction stimulation. Animate enrichment includes training, research and interactions with humans and other animals. The two broad categories of environmental enrichment are essential as a means to enhance naturalistic actions from a species kept in captivity, for example, exhibit design needs to provide varying substrates and complexities rather than just being aesthetically pleasing. Nevertheless, it has been discussed that animal captivity has a negative effect on a species independent behavioural traits (Reference) and that environmental enrichment settings do not encourage the same behaviours as those found in the wild. Zoo habitats are more static in general compared to the wild as food, shelter, safety and medical care are all provided. Most problems which occur in captivity can be caused by a lack of stimulation and even the best kept zoos can have animals who suffer with psychological discontent (Jordan, 2005). Carlstead and Shepherdson, (1994) have suggested that prolonged exposure to an environment which has low levels of stimulation can cause an animal to become aggressive, lethargic and be slower to habituate in its new surroundings. Jordan (2005) has suggested that many animals can suffer from stress in captivity which can be shown in their behavioural responses such as pacing, regurgitation, excessive grooming and rocking. These types of behaviours are repetitive patterns and are referred to as stereotypic behaviours. Scientists have suggested that these repetitive behaviours may in some cases be an animals’ way of providing novelty to an environment lacking in stimulation. Asian Elephant -798 words Belfast Zoological Gardens currently houses ‘BLAH’ Asian elephants, who have an important role in the zoos conservation projects. The Asian elephant is a species located in Southeast Asian countries such as Sir Lanka, Thailand and Vietnam (References). It is smaller than its African cousin and considered an endangered species. In the Belfast Zoological Gardens, the staff members try to ensure the Asian elephants have a stimulating environment by adding novel items such as tyres and puzzle devices into the elephant’s enclosure. By the Belfast zoo having novel objects such as the tires, it encourages the Asian elephants to demonstrate species typical behaviours as the elephants have choice and control with objects thus providing active stimulation. Additionally Belfast zoo incorporates other enrichment amenities such as having mud and rubbing posts in varying sizes. However, it has been noted that enrichment amenities should be rotated such as logs, balls and tires as a means to sustain stimulation for the elephants . Asian elephants typically spend up to 16 hours per day foraging for food in the wild, eating herbs, leaves, bark, roots, fruits and flowers (Stoinski, et al. 2000). Elephants food diets in captivity tends to offer less variety than in the wild and by a zoo adding new food elements to their diet it can be considered a method of enrichment. At Belfast Zoological Gardens, keepers place food in trees, in food containing devices and in blocks of ice as a means to add stimulation for their Asian elephants. It has been suggested that more complex enrichment methods such as the food containing devices, can involve teamwork which allows the animals to demonstrate more species-typical behaviours. Desmond and Laule (1998) and Mellen and Sevenich (1999) have noted that when animals have been given a choice of their food, they would prefer to work for it rather than be presented with it. Therefore, training enrichment provides one of the most complex learning devices for species. Additionally, Be lfast Zoo spatially provides food which can be found in irregular locations. Research has suggested that the Asian elephant strongly relies on its sense of smell in contexts such as foraging for food (Santiapillai and Read, 2010) or in social communication (Langbauer, 2000; Rasmussen Krishnamurthy, 2000; Scott Rasmussen, 2005). Rasmussen (1999) and Langbauer, (2000) noted that the Asian elephant’s long-term stability is dependent on the effectiveness of its intraspecific communicational skills within its herd. The Belfast Zoological Gardens tries to ensure the species at their zoo such as the Asian elephant are in group sizes which they would be used to in the wild as a means to facilitate species-typical behaviours and communicational vocalisation. Visually the Belfast Zoo also places animals such as zebras and giraffes next to the elephant enclosure as they are often found near each other in the wild. It has been suggested that the visual stimuli of species can increase stimulation for the Asian elephant and have a calming effect on its behaviour . The shape and the size of an animal’s enclosure are equally important for creating a stimulating environment for a species. It has been suggested that an open area should have defined spaces such as pools and rock features as a means to create a sense of the enclosure being larger and aiding in stimulation for the Asian Elephant. The Belfast Zoo also tries to encourage species typical behaviour in their Asian elephants by providing exhibit designs which would be encountered in the wild, for example having trees, slopes, water found in a shallow pool and sandy terrains. It has been noted that bathing pools are common enrichment amenities found in zoos, as they provide the elephants a low-impact exercise as well as the species finding the water enjoyable. Blah (2009) suggested that captive elephants suffer at times life threating foot problems which could be the result of spending more time on hard surfaces than the variety of choices available to them in the wild. The Belfast Zoological Gardens provides its Asian elephants many levels of enrichment, including human related contact by keepers and through medical care. It has been suggested however, that a rotational exhibit design could be used as a means to increase stimulation, such as the one found at ‘Denver Zoo which has five distinct areas. The rotational design means that the species can awaken to a new enclosure adding to environmental enrichment. Additionally, the new enclosure will have housed a different species the day before thus the overlapping scents can also provide a level of enrichment especially for the Asian elephants which rely heavily on their senses. Andean (spectacled) bear Introductory of animal habits – sex, survival instincts, housing, learning, other animal interaction, habitats – this needs to be backed up with relevant research The difference between those found out in the wild and those found in captivity Is the exhibit design complex, provides various substrates and levels Training which occurs to build trust between the animal and keeper Olfactory: a keeper can introduce natural predator or prey scents, in addition to novel smells or pheromone scents. Auditory: taped sounds or vocalizations can simulate things that an animal may hear in the wild. Food related: this is the most widely used form of enrichment. Keepers can present food in a variety of ways such as in a simple puzzle feeder, hidden throughout the enclosure, scattered about the enclosure, or buried in a substrate. To get the food, the animal must use natural foraging behaviors and/or mentally solve the puzzle. Novel objects: various items placed in an animal’s enclosure allow the animal to mimic behaviors exhibited in the wild or could challenge them. These items could include burlap bags, sheets, boomer balls, chew toys, or a hammock. Research: Participation in a research projects offers mental stimulation. (i.e., foraging skills research with giant pandas, cognitive research with orang-utans) Differences found between the environments of the two species – which one provided better species-typical enrichment Environmental Enrichment has often been described as a vital role to the daily care and integration of a species. The process of enrichment is dependent on the integration of subcategories, such as how the exhibit is designed, the auditory noises, the scents introduced, food relevance, novel objects, training and research of the animal. The subcategories of environmental enrichment are essential as a means to enhance naturalistic actions, for example, exhibit design needs to provide varying substrates and complexities found in the animal’s natural environment as a means to enhance the species-typical behaviour. Improvements which may need to occur for the animal to have a more productive lifespan Environmental Enrichment has often been described as a vital role to the daily care and integration of a species. The process of enrichment is dependent on the integration of subcategories, such as how the exhibit is designed, the auditory noises, the scents introduced, food relevance, novel objects, training and research of the animal. The subcategories of environmental enrichment are essential as a means to enhance naturalistic actions, for example, exhibit design needs to provide varying substrates and complexities found in the animal’s natural environment as a means to enhance the species-typical behaviour. Improvements which may need to occur for the animal to have a more productive lifespan Environmental Enrichment has often been described as a vital role to the daily care and integration of a species. The process of enrichment is dependent on the integration of subcategories, such as how the exhibit is designed, the auditory noises, the scents introduced, food relevance, novel objects, training and research of the animal. The subcategories of environmental enrichment are essential as a means to enhance naturalistic actions, for example, exhibit design needs to provide varying substrates and complexities found in the animal’s natural environment as a means to enhance the species-typical behaviour. provide varying substrates and complexities found in the animal’s natural environment as a means to enhance the species-typical behaviour. CONCLUSION – NOT WRITEN AS OF YET In conclusion the animals found in the Belfast zoological gardens did demonstrate some species typical behaviours due to the environmental enrichment techniques in place. Environmental Enrichment has often been described as a vital role to the daily care and integration of a species. The process of enrichment is dependent on the integration of subcategories, such as how the exhibit is designed, the auditory noises, the scents introduced, food relevance, novel objects, training and research of the animal. The subcategories of environmental enrichment are essential as a means to enhance naturalistic actions, for example, exhibit design needs to provide varying substrates and complexities found in the animal’s natural environment as a means to enhance the species-typical behaviour (Reference) operant conditioning as a means for animals to engage in. design needs to provide varying substrates and complexities found in the animal’s n atural environment as a means to enhance the species-typical behaviour. provide varying substrates and complexities found in the animal’s natural environment as a means to enhance the species-typical behaviour.

Physics of a Kayak (Qayaq) Essay example -- physics kayak kayaking qay

Qayaqs, now known as kyaks, were used by the Yup'ik Eskimos of Southwest Alaska. The Qayaq is a symbol of the Yup'ik culture. It symbolizes the significance of subsistence and using the surrounding resources to survive. This vessel also represents the intelligence and ingenuity of the Yup'ik people developing and designing a water craft that was swift, quiet, and could withstand harsh water turbulence. They were used as a mode of transportation for subsistence hunting and gathering. They were also a symbol of importance in society. "...it was the basis among men for obtaining wealth and women" (Zimmerly, 40). Wealth was measured on the ammount of goods a man could give away, indicating he was a successful hunter. In turn, because this hunter had a qayaq, he had to be skillful in manuvering the qayaq and hunting which gave him status in the community. This would be equivalent to a man owning his own vehicle and having a good job (Zimmerly, 40). "Each qayaq was outfitted with hunting suppliments to ensure the hunter's success." (http://www.alaskanative.net/341.asp). This mode of transportation was very efficient and aventageous while traveling along coast lines and upstream against a current. This style and of sea vessel is known as the Bearing Sea Kyak. Qayaq building was a very time consuming process. There was a ceremony held in the traditional men's house while each of the wooden memebers of the qayaq was cut. Each piece of wood was measured by the size of the owner. "Thus each man's kyak is built according to the specifications of his own body and hence is peruliarly fitted to his use" (Zimmerly, 40). Qayaqs were on average fifteen feet in length. They had wide and deep hulls, the bilges were rounded and slightly fl... ...L/n "As a rule of thumb R ~3000 turbulent flow" Anything in between 2000 and 3000 is unstable and may go back and forth between laminar and turbulent flow. (www.physics.usyd.edu.au/teach_res/jp/fluids/flow1.pdf) Works Cited Alaska Native Heritage Center. Floating Bodies 101. Lincoln, K J. "Qayanek: The Resurrection of a Lost Art." Delta Discovery 13 October 2004. 14+ Serway, Jewett. Physics for Scientists and Engineers 6th Edition. Pomona: California State Polytechnic University. 2004. Visual Physics. Yup'ik Qayaq. Zimmerly, David W. Qayaq: Kayaks of Alaska and Siberia. Fairbanks: University of Alaska Press, 2000.

Comparing the Reaction of Franklin D. Roosevelt and Herbert Hoover to t

Comparing the Reaction of Franklin D. Roosevelt and Herbert Hoover to the Great Depression The year was 1929. America goes through the biggest national crisis since the American Civil War. They called it the Great Depression. The Stock Market was going down, unemployment was going up, and money was becoming scarce. The United States had to look up to the one person who could lead the country out of this national catastrophe, The President. At this time the man who had that title was none other than Herbert Hoover. Hoover, A republican, hoped that this was all a nightmare, he hoped that the Depression was a small fluke that would fix itself after a short period of time. After seeing that the Depression was getting worse had to use federal relief efforts. At the end of his term a democrat, Franklin Roosevelt, took his place and tried to fulfill his campaign promises by getting the country out of the Depression. At first Hoover opposed any relief efforts, but as the Depression worsened, he started a few farm assistance programs. Hoover hoped that theses farm programs would help the farmers’ situation with the low crop prices. Unfortunately farmers had to come dependent on this government handout. Hoover also started federal work projects such as the Grand Coulee Dam and the Hoover Dam. These projects provided many jobs for people and provided affordable hydroelectric power for people but the Great Depression was a much bigger problem than a few extra job openings could fix. Hoping that raising tariffs could help American business Hoover created the Hawley-Smoot Tarrif. This actually worsened economy and caused lower export rates. One of Hoover’s big mistakes was that he wouldn’t go off the gold standard. Hoov... ...y dismiss the program and start a different program in it place. Hoover on the other hand wanted to wait and think. He wanted to make sure that the programs that he provided money for wouldn’t be a waste and would definitely work. Hoover didn’t want to spend anymore money than he had to. Hoover really didn’t want to raise the national debt no matter what. Roosevelt did whatever it took no matter what the cost. Money was no object to Hoover, as long as he thought that program or agency could have a chance of getting them through the Depression he took a gamble on it and raised the national debt. Hoover made sure that there was enough hard money to back up the paper money in America while Roosevelt played it risky and printed extra money. Hoover and Roosevelt’s policies were extremely dissimilar and they each viewed relief from the Depression very differently.

Communicate In A Business Environment Essay

Learning Outcome 1: Understand the purpose of planning communication 1.1 Explain why different communication methods are used in the business environment. Effective communication is vital to the smooth running of a business and various methods of communication are used within a business environment to achieve this. Each form has various benefits to communicate effectively to their designated target audience. When communication is carried out properly it means the sender and receiver both correctly obtain the same information. Each form of communication will be chosen to which is applicable to the situation for example for a one-to-one/ team meeting will be best carried out face-to-face as it is the most effective way to make sure a point is understood properly, as it is a lot more personal and professional. Whereas if a company wants to distribute a monthly newsletter, this wouldn’t need to be as personal as a face to face, it could be carried out over email. Therefore this wouldn’t mean a employee would have to take time out of work and the messages can be sent on a large scale without taking much time to process. Read more:  Identify the different reasons people communicate  essay 1.2 Describe the communication requirements of different audiences. Communication styles need to be adjusted and adapted depending on the target  audience and situation. This is determined by considering which mean of communication is most effective whether it be written or verbal. The various requirements that may need to be catered for include age, gender and ethnicity and special needs. For example, younger people have shorts attention spans, while older people are more patient and are able to sit for longer period of time. Another example is making the visual communication more accessible such as large fonts for partially sighted people. When preparing verbal presentations people with special needs should be considered, such as people who lip read, so they can be positioned appropriately in the room. People with mobility problems such as wheelchair users may require wide aisles for easy access. If arranging group activities you will be required to consider the group of people so that a special needs member can cooperate. 1.3 Explain the importance of using correct grammar, sentence structure, punctuation, spelling and conventions in business communications. a Grammar The aim of having correct grammar is to ensure what is written is correctly understood. A sentence that contains grammatical errors can be difficult to read and can cause misunderstandings. It is important to use correct grammar whether writing or speaking to communicate effectively to help people get a better understanding and to express your communication more precisely and clearly. b Sentence structure It is important to use correct sentence structure in business communications so your writing has variation and isn’t all the same. Using a variety of sentence types can help emphasise different points and ideas. A good sentence structure allows the communication to be correctly interpreted whereas a poor sentence structure can be misinterpreted. c Punctuation It is essential to use correct punctuation to enable the communication to be readable and easy to understand. Punctuation is used in writing to separate sentences and clarify meaning. An error in punctuation can convey an inaccurate meaning to the one intended. d Spelling It is important to use correct spelling in business communications as standardising spelling makes it a lot clearer to understand the text. Incorrect spelling can lead to confusion, mistakes being made and communications being misinterpreted. One misspelled word can change the entire meaning of a sentence giving the reader the wrong message or impression. e Conventions It is important to use conventions in business communications to ensure the writing is in a easier format which the reader will be comfortable with. Conventions are the spelling, punctuation, capitalization, grammar and paragraphing making writing more understandable. This enhances the readability for the audience so they can fluently read the communication without having to stop and try figure out what was actually intended. The use of proper grammar and vocabulary is appropriate in business documents, such as emails and letters, as it is important in a working environment to form a professional respectable relationship with colleagues and customers. If sending an email or letter professionally for business use this would be in a very formal format, whereas if the email was getting sent to a friend the language would be very informal with possibly the use of flag or text talk. The use of conventions always needs to be adjusted depending on the audience, purpose and context. 1.4 Explain the importance of using appropriate body language and tone of voice when communicating verbally. A large part of face-to-face communication is made up of non-verbal  information and is expressed by body language and tone of voice. The tone of your voice includes the volume which you speak, the type of emotion you use and the emphasis placed on the words you use. The same sentence could have various meanings depending on which word is emphasized so it is important to us the appropriate tone when placing emphasis on words to draw the listener’s attention. Doing this incorrectly could mislay the wrong information and impression. Body language portray subconscious messages when communicating. Examples of body language include eye contact, facial expressions, composure and gestures. Body language is recognised instinctively, without having to be told what it means. When relaying messages a lot of the time it isn’t what you say it is how you say it and if your body language contradicts this, the message will not be clear to the audience.

1987 Constitution Interpretation Essay

By the 1850’s The Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created. This is all shown by the misinterpretations of the Constitution and documents that followed on many occasions and topics. The Constitution was never explained to how it was meant to be interpreted, which cause many disagreements, which ultimately started sectionalism, which is the loyalty to interests or views in one’s region of a country rather than the views or interests of the country as a whole. Sectionalism kick started the idea of sucession from the union, which started the bloodiest war on american soil, the Civil War. The misinterpretation on the views of slavery was the biggest argument as shown in multiple documents, (Document E), â€Å"To the Argument, that the word ‘slaves’ and ‘slavery’ are not to be found in the Constitution, and therefore it was never intended to give any protection or countenance to the slave system, it is sufficient to reply, that no such words are continued in the instrument, other words were used, intelligently and specifically, to meet the necessities of slavery.† This basically means that the constitution could have many interpretations on the basis that no â€Å"right† interpretation was ever stated.There were many feuds between documents following the Constitution such as the Compromise of 1850 as show in in the map of (Document A) where the country is broken into 2 parts, not unified because of slavery, along with the Fugitive Slave Law, (Document D)

Classical Concerto

CONCERTO A concerto (from the Italian: concerto, plural concerti or, often, the anglicised form concertos) is a musical composition usually composed in three parts or movements, in which (usually) one solo instrument (for instance, a piano, violin, cello or flute) is accompanied by an orchestra.The etymology is uncertain, but the word seems to have originated from the conjunction of the two Latin words conserere (meaning to tie, to join, to weave) and certamen (competition, fight): the idea is that the two parts in a concerto, the soloist and the orchestra, alternate episodes of opposition, cooperation, and independence in the creation of the music flow. The concerto, as understood in this modern way, arose in the Baroque period side by side with the concerto grosso, which contrasted a small group of instruments with the rest of the orchestra.The popularity of the concerto grosso form declined after the Baroque period, and the genre was not revived until the 20th century. The solo co ncerto, however, has remained a vital musical force from its inception to this day. Classical concerto . Sonata form in the Classical ConcertoFor exposition, development and recapitulation, The concerti of the sons of Johann Sebastian Bach are perhaps the best links between those of the Baroque period and those of Mozart. C. P. E. Bach’s keyboard concerti contain some brilliant soloistic writing.Some of them have movements that run into one another without a break, and there are frequent cross-movement thematic references. Mozart, as a boy, made arrangements for harpsichord and orchestra of three sonata movements by Johann Christian Bach. By the time he was twenty, Mozart was able to write concerto ritornelli that gave the orchestra admirable opportunity for asserting its character in an exposition with some five or six sharply contrasted themes, before the soloist enters to elaborate on the material. He wrote one concerto each for flute, oboe (later rearranged for flute and known as Flute Concerto No. ), clarinet, and bassoon, four for horn, a Concerto for Flute, Harp, and Orchestra, a Sinfonia Concertante for Violin, Viola and Orchestra, and Exsultate, jubilate, a de facto concerto for soprano voice. They all exploit and explore the characteristics of the solo instrument. His five violin concerti, written in quick succession, show a number of influences, notably Italian and Austrian. Several passages have leanings towards folk music, as manifested in Austrian serenades. However, it was in his twenty-seven original piano concerti that he excelled himself. citation needed] It is conventional to state that the first movements of concerti from the Classical period onwards follow the structure of sonata form. Final movements are often in rondo form, as in J. S. Bach's E Major Violin Concerto. [2] Sonata form Sonata form is a large-scale musical structure used widely since the middle of the 18th century (the early Classical period). While it is typically us ed in the first movement of multi-movement pieces, it is sometimes used in subsequent movements as well—particularly the final movement.The teaching of sonata form in music theory rests on a standard definition and a series of hypotheses about the underlying reasons for the durability and variety of the form—a definition that arose in the second quarter of the 19th century. [2] There is little disagreement that on the largest level, the form consists of three main sections: an exposition, a development, and a recapitulation;[3] however, beneath this, sonata form is difficult to pin down in terms of a single model.The standard definition focuses on the thematic and harmonic organization of tonal materials that are presented in an exposition, elaborated and contrasted in a development and then resolved harmonically and thematically in a recapitulation. In addition, the standard definition recognizes that an introduction and a coda may be present. Each of the sections is often further divided or characterized by the particular means by which it accomplishes its function in the form.Since its establishment, the sonata form became the most common form in the first movement of works entitled â€Å"sonata†, as well as other long works of classical music, including the symphony, concerto, string quartet, and so on. [3] Accordingly, there is a large body of theory on what unifies and distinguishes practice in the sonata form, both within eras and between eras. Even works that do not adhere to the standard description of a sonata form often present analogous structures or can be analyzed as elaborations or expansions of the standard description of sonata form.Outline of sonata form Introduction The Introduction section is optional, or may be reduced to a minimum. If it is extended, it is, in general, slower than the main section, and frequently focuses on the dominant key. It may or may not contain material that is later stated in the exposition. Th e introduction increases the weight of the movement, and also permits the composer to begin the exposition with a theme that would be too light to start on its own, as in Haydn's Symphony No. 03 (â€Å"The Drumroll†) and Beethoven's Quintet for Piano and Winds Op. 16. The introduction usually is not included in the exposition repeat. On occasion, the material of introduction reappears in its original tempo later in the movement. Often, this occurs as late as the coda, as in Mozart's String Quintet in D major K. 593, Haydn's Drumroll Symphony, or Beethoven's Piano Sonata No. 8 (â€Å"Pathetique†). Exposition The primary thematic material for the movement is presented in the Exposition. This section can be further divided into several sections.The same section in most sonata form movements has prominent harmonic and thematic parallelisms (although in some works from the 19th century and onward, some of these parallelisms are subject to considerable exceptions), which inc lude: First subject group, P (Prime) – this consists of one or more themes, all of them in the home key (also called the tonic)—so if the piece is in C major, all of the music in the first group will be in C major. Although some pieces are written differently, most follow this form. Transition, T – in this section the composer modulates from the key of the first subject to the key of the second.Second subject group, S – one or more themes in a different key from the first group. If the first group is in a major key, the second group will usually be in the dominant. If the original key is C major, for example, the key of the music of the second group will be G major, a perfect fifth higher. If the first group is in a minor key, the second group will, in general, be in the relative major, so that, if the original key is C minor, the second group will be in E-flat major. The material of the second group is often different in rhythm or mood from that of the f irst group (frequently, it is more lyrical).Codetta, K – the purpose of this is to bring the exposition section to a close with a perfect cadence in the same key as the second group. The exposition is commonly repeated, particularly in classical works. Often, though not always, the last measure or measures of the exposition are slightly different between the repeats, one to point back to the tonic, where the exposition began, and the second to point towards the development. Development In general, the development starts in the same key as the exposition ended, and may move through many different keys during its course.It will usually consist of one or more themes from the exposition altered and on occasion juxtaposed and may include new material or themes – though exactly what is acceptable practice is a famous point of contention. Alterations include taking material through distant keys, breaking down of themes and sequencing of motifs, and so forth. The development v aries greatly in length from piece to piece and from time period to time period, sometimes being relatively short compared to the exposition (e. g. , the first movement of Eine kleine Nachtmusik, K 525/I by Mozart) and in other cases quite long and detailed (e. . , the first movement of the â€Å"Eroica† Symphony by Beethoven). Developments in the classical era are typically shorter due to how much composers of that era valued symmetry, unlike the more expressive romantic era (â€Å"Eroica† is considered to be the first Romantic symphony) in which development sections gain a much greater importance. However, it almost always shows a greater degree of tonal, harmonic, and rhythmic instability than the other sections. At the end, the music will usually return to the tonic key in preparation of the recapitulation. On occasion it will actually return to the sub-dominant key and then proceed with the same transition as in the exposition). The transition from the development to the recapitulation is a crucial moment in the work. The last part of the development section is called the retransition: It prepares for the return of the first subject group in the tonic, most often through a grand prolongation of the dominant seventh. Thus, if the key of the movement is C major, the retransition would most typically stress the dominant seventh chord on G.In addition, the character of the music would signal such a return, often becoming more frenetic (as in the case of the first movement of Beethoven's â€Å"Waldstein† Sonata, Op. 53). A rather notable exception to the harmonic norm of the retransition occurs in the first movement of Brahms's Piano Sonata No. 1, Op. 1. The general key of the movement is C major, and it would then follow that the retransition should stress the dominant seventh chord on G. Instead, it builds in strength over the seventh chord on C, as if the music were proceeding to F major.At the height of the musical tension, this chord triumphs with great volume and wide registral scope on the downbeat, only to take up immediately the first theme in C major – that is, without any standard harmonic preparation. Occasionally, the retransition can begin with a false recapitulation, in which the opening material of the first theme group is presented in a key other than the tonic. The surprise that ensues when the music continues to modulate toward the tonic can be used for either comic or dramatic effect. RecapitulationFirst subject group – normally given prominence as the highlight of a recapitulation, it is usually in exactly the same key and form as in the exposition. Transition – Often the transition is carried out by introducing novel material, a kind of brief additional development section; this is called a secondary development. Second subject group – usually in roughly the same form as in the exposition, but now in the home key, which sometimes involves change of mode from major to minor, or vice versa, as occurs in the first movement of Mozart's Symphony No. 0 (K. 550). More often, however, it may be recast in the parallel major of the home key (for example, C major when the movement is in C minor like Beethoven's Symphony No. 5 in C Minor, op. 67/I). Key here is more important than mode (major or minor) – the recapitulation provides the needed balance even if the material's mode is changed, so long as there is no longer any key conflict. Exceptions to the recapitulation form include Mozart and Haydn works that often begin with the second subject group when the first subject group has been elaborated at ength in the development. After the closing cadence, the musical argument proper is said to be completed. If the movement continues, it is said to have a coda. Coda After the final cadence of the recapitulation, the movement may continue with a coda which will contain material from the movement proper. Codas, when present, vary considerably in length, b ut like introductions are not part of the â€Å"argument† of the work. The coda will end, however, with a perfect authentic cadence in the original key.Codas may be quite brief tailpieces, or they may be very long and elaborate. A famous example of the more extended type is the coda to the first movement of Beethoven's Eroica Symphony (no. 3 in E flat), although there are numerous others in Beethoven's music. Explanations for why an extended coda is present vary. One reason may be to omit the repeat of the development and recapitulation sections found in earlier sonata forms of the eighteenth century. Indeed, Beethoven's extended codas often serve the purpose of further development of thematic material.

General George McClellan’s Leadership Essay

General George McClellan was the Union Army’s first commander in the early part of the American Civil War. Because of how the Union army was faring under his leadership, McClellan was regarded as an ineffective general, if not a failure. As a result of how he commanded the Union army and prosecuted the war, he was replaced by President Abraham Lincoln until he found a much more abler leader in General Ulysses S. Grant who carried the Union to total victory which led to the eventual surrender of the Confederacy and the end of the civil war in 1865. This study intends to look if General McClellan has been fairly â€Å"judged† by historians and if his incompetence was valid. In his book, George B. McClellan and Civil War History, Thomas Rowland attempts to give an impartial view of McClellan. Based on other accounts he has read from other historians who discussed McClellan, history has not been so kind to the hapless general. McClellan had served as one of the benchmarks on how modern-day American generals would take action such as the case of General Norman Schwarzkopf during Operation Desert Shield/Storm and former Chairman of the Joint Chiefs of Staff General Colin Powell in response to the troubles in the former Yugoslavia. The reason why McClellan was brought up in comparing him with these two modern-day counterparts was both nearly made the same mistakes he did in being indecisive or vacillating in taking the proper course of action when they were facing a similar situation as he did (Rowland, 1998, p. 10). McClellan had a superior army at his disposal compared to the ragtag forces of the Confederacy, yet his issues led them to be mismanaged and what could have been victories for the Union in the early battles ended up in defeat. Another inference Rowland made was that one of the reasons why McClellan was probably not effective was he had psychological problems that would explain why he was not an effective commander and it was rather unfortunate for him since his counterpart on the opposing side was General Robert E. Lee who was undoubtedly one of the best generals the Confederacy had among its ranks. One historian pointed out that McClellan: â€Å"Alternating between fits of ‘arrogant confidence and wretched self-abasement,’ the adult McClellan revealed an indulgent insolence displayed by those who are ‘congenially incapable’ of acknowledging authority because it would â€Å"make them feel inferior (cited in Rowland, 1998). ‘† If one were to base McClellan’s leadership on this case, it would appear that McClellan’s psychological issues was the root cause for his incomptence. Rowland would go on and enumerate other flaws McClellan had as told by other historians. McClellan had tendencies of being vain, unstable, undisciplined, dishonest and had a messianic complex. Besides being incompetent, he was even said to have problems with authority, particularly with President Lincoln who was his commander-in-chief. Some even went to the extent of comparing McClellan to Napoleon not in terms of brilliance but in terms of vanity and ego, a trait both commanders appear to possess and this dated way back in his childhood and somehow carried over throught his life from his cadet days at West Point to his various military postings as he rose through the ranks(17-18). Besides these issues, he also exhibited a tendency to be cautious in terms of the tactics and strategies he employed which proved to be ineffective when faced with a highly competent enemy commander in Lee who had a very distinguished military career as well as having combat experience from the Mexican War that made him an even more capable commander besides other subordinate generals such as Thomas â€Å"Stonewall† Jackson, J. E. B. Stuart and James Longstreet, to name a few. Because of his apparent incompetence and despite having a seemingly superior army at his disposal, he squandered the chance to give the Union an early victory and made it easy for the Confederates to win, thus prolonging the war to four years. In one book, Crossroads of Freedom: Antietam, written by James McPherson, McClellan is depicted more kindly. Where other historians depicted McClellan as having issues with authority since his cadet days at West Point, McPherson saw him differently. McClellan graduated second in his class at the academy in 1846 and served with distinction in the Mexican War and was one of the few foreign military officers who were observers in the Crimean War. During his hiatus in civilian life, he was a manager in a railroad company where he was considered an exceptional manager (12-13). Clearly, one can see there appears to be some sort of discrepancy in the way McPherson depicts McClellan compared to Rowland and others. Contrary to depicting McClellan as a problematic commander vis-a-vis his subordinates, McPherson depicted him as someone who was charismatic and a capable motivator of his troops. In a letter to his wife, McClellan said that â€Å"I never heard such yelling†¦ I can see every eye glisten. † (cited in McPherson, 2002) It can be inferred here that McClellan was hardly the man who had a psychological problem, the sort that would not allow him to assume command of the Army of the Potomac when the Civil War broke out. But later, McPherson would take a different turn when McClellan assumed command and this was following the defeat of the Union army in the Battle of Bull Run. Whereas writers like Rowland found McClellan to have psychological issues, McPherson depicted McClellan as a brilliant officer facing what was probably the most challenging commnand of his life and it was the kind of challenge that he could not meet and this eventually resulted in his eventual relief as the war went on. McClellan, as McPherson saw it, was a perfectionist almost to the point though it may not be in the same line of thinking as Rowland and others that he had a case of obsessive compulsive behavior. â€Å"He was a perfectionist in a profession where nothing could ever be perfect. His army was perpetually almost ready to move, but could not do so until the last horse was shoed and the last soldier fully equipped. † (cited in McPherson 2002) Despite his different approach with other historians, there are some aspects where McPherson agrees with them – that McClellan was too cautious and tended to be on the defensive most of the time. This was manifested partly by his obsessive-compulsive behavior and his tendency to overestimate the strength and capabilities of the Confederate forces on the account they were led by more capable commanders such as Lee, Jackson, Longstreet, etc. This led him to have disagreements with hiws subordinate commanders, leading to their defeats. Because of his attitude, some speculated that McClellan might have sympathies towards the Confederacy owing to his ties with Democrats (13-15). But in fairness to McClellan, he was not always a loser. He did indeed score a victory for the Union and that was at Antietam in 1862. Despite this victory, it was a very costly one as the Union army suffered heavy casualties in this battle. Beyond that, McClellan’s command of the Union army was dismal and he was eventually relieved and replaced by a more capable commander in Grant. What made Grant different from McClellan, and this is what all civil war historians agree upon, especially Rowland and McPherson, was that Grant was the opposite of McClellan in the sense that Grant was a risk-taker like his Confederate counterpart Lee. What made Grant willing to take risks was that he was not afraid to fail. Because it was part of learning and his initial defeats made him wiser in subsequent battles and this was proven time and again. Grant did suffer some defeats when he took command but despite these setbacks, he was not relieved. He learned from his mistakes and redeemed himself in other encounters and this mattered the most and he eventually led the Union to victory and presided over Lee’s surrender at Appomatox Courthouse in 1865. In conclusion, history has not been so kind to George McClellan. Had he been decisive and willing to take risks, the war could have been over the moment it started and history could have judged him differently. But it turned out that his personality was his undoing and this cost him not only his career but the conduct of the war which had to run for four years. If it is any confort for McClellan, his apparent incompetence (for lack of a better term) proved to be a blessing in disguise for future American military leaders. He would often be referred to or invoked whenever his modern-day counterparts were about to make the same mistakes he did and whenever they would think about him, they would completely do a complete turn around and rectify it, thereby winning their wars and avoid being placed in the same spot as McClellan on being one of the (unfortunately) worst American military leaders in history. In a rather crude sense of irony, McClellan’s mistakes provided lessons for his future counterparts to learn and improve on and it was rather fortunate for McClellan that he have lost battles but his replacements did win the war but unfortunately for him, he could not partake of that victory because he was not involved in it. References Rowland, T. (1998). George B. McClellan and Civil War History. Kent, Ohio: Kent State University Press. McPherson, J. (2002). Crossroads of Freedom: Antietam. New York: Oxford University Press.

Behavior: Teacher and Young People Essay

Adults that support children and young people in school setting have to be aware of the different stages that children and young develop: this includes emotional, physical and social development. Children and young people learn how to behave in time and need guidance and clear boundaries from adults in order to behave the way society expects them. There are Strategies to make children and young people’s behavior one of them is the need to praise them for their work and effort. Children and young people need to feel valued, some seek to belong to group being able to communicate with them effectively to build a positive relationship will help them learn to use to positive behavior. A behavior policy will help all staff to learn how to promote positive, by explaining that children need to develop positive skills and attributes. In my setting these are some of the behavior policies in place: Behavior policy-in order for effective learning to take place, good behavior in all aspects of school life is necessary. By adhering, this policy we aim recognize and promote positive behavior and in doing so we will help promote self-esteem, self-discipline and build positive relationship based on mutual respect. The policy is not only aimed at pupils but to all who are involved in the school community from parents to governors to staff ect in order to be able apply it consistently. In key stage one and two an assembly is held each week one child will receives a prize for earning a Golden star award which is selected by raffle of all the awards. Golden awards are counted up in houses across the school and the wining house receives a reward such a additional P.  E/ games or an ice skating trip. All classes have an opportunity to LAD achievement assembly, which parents/cares are encourage to attend, where are able to show and celebrate examples of their best work. Each week a different year group’s achievement are celebrated in whole school assembly with individual pupils being selected to come on stage to receive a certificate. All staff work hard to help children maintain high standards of behavior. This important so that they can use their in school effectively to learn that learning is not disrupted by others. We actively encourage and promote good behavior which is rewarded in variety of ways such as house points, certificates, stickers, praise from other teachers ect. Children also understand that poor behavior is not acceptable. Within school we have a clear set of behavior consequences such if a child is disruptive: question them on their behavior; a warning inappropriate behavior continues; consequence if child choose not to heed warning. Six Golden Rules: This is the guideline in my setting for pupil so they have an understanding how to behave in school: * Do be kind and helpful * Do be honest * Do look after property Do be gentle * Do listen to other people * Work hard * Do wear the right uniform. Teachers are only able to teach effectively and pupils learn effectively in orderly classes with good behavior. (Department for children and families- taken from school setting behavior policy) Sanctions In my setting they have accepted that some children will find it difficult to abide by the schools code conduct therefore all staff have to be consistent when confronted with inappropriate behavior. The staff are informed of the three groups of behavior that the school has listed: * Less serious incidents- calling out in class Serious incidents-swearing * Very serious incidents-fighting Depending on behavior staff will allocate appropriate sanctions which may include; loss of privileges- not being a prefect, class leader, helping the teacher with register, loss of lunch or morning break or the loss any extra, curricular activities if the child keeps contenting behaving the same. In key stage two, children who are being disruptive in class not working too of their ability and who have forgotten their homework will be given 5mins in the time out corner and if it happens twice in one week is detention at lunch time. Parents are always informed of their child’s inappropriate behavior, if the child gets two lunch time detentions for the same reason in one half term. They get a lunch time detention with the head teacher or Deputy head teacher. And the parents are invited to discuss the matter with the class teacher. In a case where the child’s disruptive behavior continues, either in the playground or the classroom, the child will receive two warning. If the child continues to behave inappropriately then the head teacher, after consultation, may decide to issue an internal exclusion. An internal exclusion differs from exclusion as the child is still able to come into school but the child works away from their own class for fixed period. Exclusions also vary depending on the behavior. If a child is excluded and it is for over 15 days the head teacher will need to get it approved by a panel of governors. The outcome is decided by the Chair of Governors and the LEA. All exclusion are record in every child’s school file and will eventually be sent on to their secondary schools. BULLING: In my setting, all staff work alongside with parents and the children to create a school community where bulling is not tolerated. They take all types of bulling seriously such as, emotional, physical, and racial, cyber bulling and are recorded in the school behavior book by the Head teacher. Any form bulling is reported to the Head teacher as well as the class child protection officer. The children are encouraged to speak to their class teacher if they feel they have are being bullied. The school involves the parent(s) of the child who is bulling others by encourages them to support and re-educate their child, they also inform the parent(s) of the child who have been bullied and offer support. Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behavior accordance with the policies and procedures of the setting: In my setting staff promotes positive behavior by giving children and young people the opportunity to develop their true potential academically, morally and spiritually. It is important for all staff to be consistent when dealing with inappropriate behavior so that children and young people have sense and knowledge of right from wrong and also know what is expected from them. Example: One day the teacher was instructing the children on their learning objective when a child was being disruptive. I asked the child politely not to sit down and if he/she needed something to put their hand up first, I was quite taken back by when he/she replied rudely. I waited till the whole class was busy with their work and approached the child spoken to her about her rudeness then and asked her if she would move her name down from green to yellow, also made her aware I would tell her teacher about her behavior. The class teacher spoke to the child and he/she was told to apologize to me. It is important for all staff to work alongside each other so that children and young people will expect rules to be the same. If boundaries and rules are not consistent staff would feel undermined. If one staff allows inappropriate behavior and another disciplines the child, the child would be confused. It is also important to remember when addressing a child or a young person of their unaccepted behavior the appropriate sanction is used according to their age and stage of development. For example a child in key stage one who behaves inappropriately would not be given lunch time detention for not doing their homework as opposed to a child in key stage two or at secondary age. The reason why policies and procedures are in place is for parents to support children and young people in their school work and for children and young people to understand what is expected from them. As well as school having a behavior policy, each class would have their own ‘golden rule’ that was created by the children themselves. The importance of letting children create this rule is to include them and allow them to participate. Children benefit by this as they feel valued which helps their self-esteem and self- development. In my setting children who behave inappropriately are given verbal warning and are encouraged and supported to make more positive choices. If the unaccepted behavior continues throughout out the week the child misses their morning and lunch time break by spending it in detention supervised by the Head teacher. Their parents are also informed they may come a time when a child or a young person’s behavior is out of control that parents, class teacher, Head teacher and appropriate practitioners have to work alongside each other. IEP {Individual Education Plan} is created for the individual and a target is set to manage the child or young person’s unwanted behavior. This approach is known as the S. M. A. R. T target {specific, measurable, achievable, realistic, time, bound/specific} The plan may include use of intervention to get the child not to behave inappropriately. It also has to be specific and clear so the child understands what has to be achieved. The target has to be realistic in order for the child to be able to achieve it, therefore it needs to be relevant and time given is reviewed according to the child’s behavior. Before a child or young person is put on the IEP, teachers invite the child’s parents/guidance/Carer to discuss the behavior. A child’s behavior may be a cause of by many factors that has affected them largely such as a change in family structure, home environment or transition to a new school such as secondary school, it can also be through bereavement, parents getting divorce, parents getting re-married, new siblings or illness on one of the family members. In order to support the child, staff in school setting has to act as role model, it sets the standards of behavior and expectations to the children and young people. This is how they learn about positive behavior by watching us. Praising the child for positive behavior and rewarding them with responsibilities such as head boy/girl prefects, class monitors will build their self-esteem, create a calmer environment and build relationships.