The French Constitution

France is a republic; the institutions of governance of France are defined by theconstitution, more specifically by the current constitution, being that of the Fifth Republic. The Constitution has been modified several times since the start of the Fifth Republic, most recently in July 2008, when the French â€Å"Congress† (A Joint convention of the two chambers of Parliament) approved – by 1 vote over the 60% majority required – constitutional changes proposed by President Sarkozy.The Fifth Republic: The fifth republic was established In 1958, and was largely the ork of General de Gaulle – Its first president, and Michel Debr © his prime minister. It has been amended 1 7 times. Though the French constitution Is parliamentary, It gave relatively extensive powers to the executive (President and Ministers) compared to other western democracies. The executive branch: The head of state and head of the executive is the President, elected by universal suffrage. Since May 201 2, France's president is Franqois Hollande.Originally, a president of the Fifth Republic was elected for a 7-year term (le septennat), renewable any number of times. Since 2002 the President has been elected for a 5- year term (le quinquennat). Since the passing of the 2008 Constitutional reform, the maximum number of terms a president can serve has been limited to two. The President, who is also supreme commander of the military, determines policy with the aid of his Council of Ministers (Conseil des ministres). The residence of the President of the French Republic is the Elys ©e Palace (le palais de l'Elys ©e) in Paris.The President appoints a prime minister (currently – 2012 – Jean-Marc Ayrault) , who forms a government. The residence of the French Prime Minister is at Matignon House (l'H ¶tel Matignon) in Paris. In theory ministers are chosen by the PM; in practice unless the President and the PM are from dfferent sides of the political spectru m (a system known as la cohabitation), PM and president work together to form a government. The President must approve the appointment of government ministers.The cabinet, le Consen des ministres, meets on a weekly basis, and Is presided over by the president. Ministers determine policy and put new legislation before Parliament In the form of bills (projets de 101); wlthln the framework of existing law, hey apply policy through decrees (d ©crets). The legislative branch: The French parliament Is made up of two houses or chambers. The lower and principal house of parliament is the Assembl ©e nationale, or national assembly: the elected by universal suffrage, in general elections ( ©lections l ©gislatives) that take place every five years.Senators are elected by â€Å"grand electors†, who are mostly other local elected representatives. The electoral system for parliamentary elections involves two rounds; a candidate can be elected on the first round by obtaining an abso lute majority of votes cast. The second round is a runoff between two or more candidates, usually two.. The Judicial branch: While the Minister of Justice, le Garde des Sceaux, has powers over the running of the Justice system and public prosecutors, the Judiciary is strongly independent of the executive and legislative branches.The official handbook of French civil law is theCode Civil. Promulgation of laws: New bills (projets de lot), proposed by government, and new pivate members bills (propositions de lot) must be approved by both chambers, before becoming law. However, by virtue of Article 49. of the French constitution, a government can override parliamentary opposition and pass a law without a parilimentary vote. This does not happen frequently, and in the framework of constitutional amendments, president Sarkozy curtailed the possibility of using 49. . Laws and decrees are promulgated when the official text is published in the Official Journal of the French Republic, le Jour nal Officiel. The Constitutional Council The Constitutional Council , le Conseil constitutionnel, exists to determine the constitutionality of new legislation or decrees. It has powers to strike down a bill efore it passes into law, if it is deemed unconstitutional, or to demand the withdrawal of decrees even after promulgation.The Council is made up of nine members, appointed (three each) by the President of the Republic, the leader of the National Assembly, and the leader of the Senate, plus all surviving former heads of state. Political parties; In 2012, France is governed by the Socialist Party and allies..

Reflective Understanding Of Prince2 Principles In A Project Environment

our site – REFLECTIVE ESSAY EXAMPLE – CUSTOM ESSAY WRITING Introduction PRINCE is a project management method for controlled environments.I found the training comprehensive and the method a little overwhelming, but overall the course provided me with a clear understanding of how the system can help businesses execute successful projects. I obtained information using the slides provided by London South Bank University (2016), and online search of articles and publications about the application of PRINCE, and the different elements of the system.Murray (2011) states that the main reason why PRINCE was upgraded in 2006 the constantly changing nature of project management methods and new challenges of project managers, and PRINCE2 is today’s â€Å"best practice† standard, qualification program, and project management framework that has a detailed project process model. The Seven Principles of PRINCE2 According to the Oracle White Paper (Oracle, 2011), the management processes designed by the framework are based on seven principles: a. continued business justification In my understanding, is necessary to monitor the plan and compare it with the actual performance, to ensure that the original project is still suitable for delivering the objectives. This helps companies monitor the health and feasibility of projects. b. learn from experience The research and review previous projects, use existing effective templates, and apply knowledge obtained from them. c. defined roles and responsibilities The creation of project and activity teams is necessary for the success, and the effective allocation of the roles (Marsh, 1996). d. manage by stages It is important to create control points in the project to separate stages, phases, and identify main events. e. manage by exception Workbenches, such as the Manager Workbench and Review Program Workbench should be implemented in order to manage exceptions and implement automated change control, when exceptions occur. f. focus on products The Deliverables section of the plan should be detailing product expectations, including quality assurance guidelines. g. tailor to suit the project environment Templates provide flexible control for project managers, to change the levels and types of controls to be implemented. PRINCE2 Themes The main themes of PRINCE2 are business case, organisation, risk, change, quality, and plan. The Business Case theme addresses why the project is created, what the options are, outlines the costs, timescales, expected outcomes, and risks. The Project Organisation determines who is the owner of the project, identifies the roles of team members, and authorities. It also highlights the roles and responsibilities of each member of the team a:he Project Board consists of an executive, senior user, and senior supplier. To manage and identify risks, a risk register is created, with each risk having a unique identifier. All users should have access to the risk register. The PRINCE2 Method The method of PRINCE involves controls and breakpoints. TThere are five process groups in the PRINCE2 method: initiating, planning, executing, monitoring and controlling, and closing. The method covers ten different knowledge areas and integrates them in a way that they all contribute towards the successful execution of the plans. The above information is available in the 2009 TSO document (TSO, 2009b). Project Plans and Levels As it has been stated previously, PRINCE2 has an organisational theme that needs to be discussed in detail, in relation with the levels and responsibilities related to each level. The main levels are: programme management, directing, managing, and delivering (TSO, 2009a). The Quality Theme The quality theme features managing expectations and projected outcomes, designing quality assurance and interventions. According to a recent publication by CIPFA (2012), the quality approach allows the planning of systematic activities leading to the identification of the company’s products, the project’s products, and the tracking of the quality methods. Customers’ expectations are analysed, an acceptance criteria is created, and this leads to the detailed project product description. The next task is to generate a project response, and a quality register. Quality, according to the definition of PRINCE2, is â€Å"The total amount of features or characteristics of a product, such that it meets expectations and satisfies the stated needs. Saying that all features of the product have to work as expected for a given amount of time† (London South Bank University, 2016). Simply put, the main purpose of the quality theme is to ensure that all the products are f it for their purpose. This approach signifies that if the quality of the products is compromised, the outcomes of the project will be negatively affected, as well. Before implementing the PRINCE2 project, it is necessary to agree on the acceptance criteria and quality expectations. For quality planning, the MoSCoW method of prioritisation should be used: must have, should have, could have, and won’t have for now. This information is detailed in the CIPFA (2012) publication. Risk Theme The risk management and monitoring features implemented in PRINCE2 are as follows: identifying risk, assessing it, planning (to avoid, exploit, reject, etc.) the risk, implementation of actions by risk owners, and communication through checkpoints, highlights, and reports, according to the PowerPoint lecture of London South Bank University (2016). The identification of risk is followed by their qualitative assessment: high, medium, or low risk categories, and the assessment of each risk’s potential impact. Risk responses can be avoidance, exploitation, enhancement, reduction, or sharing. Change Theme Ferguson (2011) describes this theme as the ability to identify and control baselines, changes, and approve or reject them. The online article talks about the applicability of PRINCE on smaller scale projects. Change management should be based on aligning the objectives of the project with the current changes, and making adjustments in order to meet the expectations of the project owners and the customers. For example, the implementation of a change might change the projected outcomes, therefore, changes need to be made. Progress Theme The Progress theme can be described as providing periodic snapshots of the level of completion and performance towards the objectives (Oracle, 2011). Under this theme, the calculations of Earned Value and Earned Value Projection are completed, and this allows project owners and directors to see the value of work completed against the resources used. Thresholds are also important in this bench-marking process. Conclusion Based on the above review, the main benefits of PRINCE2 for companies can be highlighted as: real time input and monitoring, risk management, performance and quality control abilities, and clear definition of objectives. The main benefit of the PRINCE2 method is that it provides a standard and common language for project management professionals. I believe that adapting the management approach can improve the success rate of small- and large-scale projects alike. Bibliography CIPFA. 2012. PRINCE2 Quick Reference Guide. Ferguson, C. 2011. PRINCE2 for Small-scale Projects. Novare Consulting. London South Bank University. 2016. PRINCE2 Presentations and Lectures. Marsh, D., 1996. Project management and PRINCE. Health Informatics, 2(1), pp.21-27. Murray, A. 2010. White-paper: PRINCE2 AND Governance. Outperform. Document Number: 1042-01-01 Version Number: 1v0 Oracle. 2011. PeopleSoft Projects (ESA) Support for PRINCE2. An Oracle White Paper June 2011 TSO. 2009a. Managing and Directing Successful Projects with PRINCE2. The Stationary Office. TSO. 2009. The Executive Guide to Directing Projects: within a PRINCE2â„ ¢ and MSP ® Environment, TSO 2009

Globalization and Technology Essay Example | Topics and Well Written Essays - 500 words

Globalization and Technology - Essay Example Information technologies such as the internet are a factor that positively influenced globalization around the world. The internet has influenced globalization in several ways. People can use the internet to communicate across the world with other people. Cultural barriers were broken due to the internet because people can use the internet to learn about other cultures. A database that can be access with the facility of the internet that is very useful to learn about cultural matters is the CultureGrams database. An example of a website that has used the internet to reach the global population is Facebook. The internet led to the development of virtual companies. One of the most successful virtual companies with global sales of $8.7 billion in 2009 is the online auction site EBay (Ebay, 2011). EBay is one of many companies that is benefiting from e-commerce transactions. In 2010 the size of the US e-commerce marketplace was $153 billion (Plunkett Research, 2011). The corporate world can utilize the internet for many purposes. One of the primary benefits of having a corporate website is that it can help a company generate additional revenues. The revenues that a company can generate using e-commerce are not limited to their domestic region. The internet allows companies to reach global customers. Normal physical stores do not have that capability.

I dont know chose the one that fits the story Essay

I dont know chose the one that fits the story - Essay Example Many examples are given in this paper of how Gates has used monologue as an exposition device to convey his audience his intended message. The paper concludes with a concise summary of the main points in the paper. To begin with, Henry Gates begins this memoir by drawing a vivid picture of how their kitchen looked like when he was young, Gates says, â€Å" we always has a gas stove in the kitchen, in our house in Piedmont, West Virginia where I grew up. Never electric, though electric became fashionable in Piedmont in the sixties, like using Crest toothpaste rather than Colgate, or watching Huntley or Brinkley†. In this quotation, Gates gives a perfect exposition of his family’s kitchen and lifestyle when he was young and growing u. This exposition is meant to connect his audience with his childhood lifestyle. The use of monologue as an expository device helps Gates to connect his audience with his childhood lifestyle in a very clear way. In explaining his humble background, Gates says the following, â€Å"Mama would wash her hair over the sink, towel wrapped over her shoulders, wearing just her slip and her white bra. (We had no shower- just a galvanised tub that we stored in the kitchen†¦Ã¢â‚¬ . This quotation expresses the humble background of Gates, the fact that Gates’ family did not have shower, but just a galvanised tub that they stored in the kitchen means that Gates’ family was poor. Gates uses monologue to make this exposition about her poor and humble background. Through the use of monologue as a literary device in this exposition, Gates connects his audience with his humble background. This exposition will help his audience to better understand the main message that he wants to express in this memoir. It is good to note that Gates’ intended audience in this memoir is the Black Americans who were constantly trying to emulate the white people’s standard of beauty. Through the exposition of his humble background, Gates intended audience will be

Criminology & Criminal Justice Essay Example | Topics and Well Written Essays - 1500 words

Criminology & Criminal Justice - Essay Example White citizens receive satisfactory services from police in comparison to other ethnic groups. It was found out that: One of the most controversial areas of police targeting relates to the policing of immigration and the people who are defined as ‘immigrants’. During the 1960s and 1970s ‘coloured immigration’ was not only a potent political issue but also one that framed black and Asian people’s experiences of policing. Many research studies uncovered evidence that ordinary policing often involved checking immigration status (asking, for instance, for passports) when people from ethnic minorities reported crimes of which they had been the victim (Newburn 2007) The criminal justice system should be the epitome of fairness and equity. Police should be fair and just in the execution of their mandate. In the United Kingdom, there have been cases of unfair policing especially towards the ethnic minorities such as blacks. Newburn (200) indicated that sometimes â€Å"a black person reporting a crime is first subject to a background check†. This should not happen since profiling of citizens based on their background is unconstitutional. Public policing should be reformed to ensure that the police do not discriminate citizens based on their ethnic background. The police should be trained to serve citizens equally irrespective of where they come from. Also, any police officer who engages in ethnic profiling should be punished and held criminally liable. The Chicago School proposes that socialization is a core factor in the evaluation of criminal activity in the society. Unlike other theories that focused on an individual’s characteristics to explain crime, the Chicago School postulates that the environment influences people. In essence, there are no people who are born as good or bad. Rather, the external influences of people and social situations play an important role in determining the behavior of a person. The

The Group Project Essay Example | Topics and Well Written Essays - 1500 words

The Group Project - Essay Example polycentric strategy and the geocentric strategy (Tiwari 2013); the ethnocentric strategy entails applying the parent company’s HR practices in the host countries while the polycentric strategy involves recruiting local staff and adopting the host nation’s HR practices (Reiche 2006). Contrariwise, the geocentric strategy entails simply paying attention on the skills of the employees and adopting the best HR practices that serve the MNCs purposes, regardless of their nationality. Given that all these HR selection and recruitment strategies have their unique pros and cons, MNCs often make a choice, on which one to use based on numerous considerations (Banai & Sama 2000); these include the nature of businesses they engage in, their organizational strategy, and leadership structure, in addition to their previous experiences. The company that applies the polycentric strategy in the selection and promotion of its international human resources usually goes by the assumption that every country is unique from all the others and its foreign subsidiaries must adapt practices that are locally appropriate to every market through the direction and supervision of local managers. The Atlanta-based soft drink giant Coca Cola has managed to build both a global organization and a multi-local enterprise whose internationalization strategy entails adapting to local needs, laws and cultures through polycentric policies. The company has a global presence in more than 200 countrie s and in all its global subsidiaries, the company strives to employ as many local nationals as possible because it considers the HCNs to be more suitable to the home markets (Anfuso 1994). Traditionally, the polycentric approach to the selection and promotion of employees in the management of international subsidiaries entails low costs of recruitment and training (Tiwari 2013). Similarly, the polycentric approach is mired with lesser adjustment and communication challenges, primarily because all the

NutritionTracking patients with nutritional risks, how does your Essay

NutritionTracking patients with nutritional risks, how does your facility do it - Essay Example In addition, lab work is conducted by examining their protein level, albumin and pre albumin levels. Their LDL and HDL is checked along with vitamin B12 and folic acid levels are checked. Caloric intake is examined by ensuring that patients are taking actual food. Fluid intake is also examined. One of the main aspects that hospitals focus their attention is on pregnant mothers. In order to understand and formulate risks associated with pregnancy, nurses have come up with criteria. If the mother demonstrates multiple gestation, that’s a bad sign. Additionally, gestational diabetes can be detrimental and must be recorded right away. Any dramatic change of 10 to 50 pound weight gain is not healthy. Furthermore, patient’s history of weight loss surgery should be obtained. Nurses and dieticians are majority in charge of handling patient’s nutritional status. Most patients that are sick tend to lose weight and must be supplemented with proper amount of food and nutrients. Conducive research indicates that as many as 65% of elderly patients are malnourished when they enter the hospital while in the hospital. Without having the proper nutritional assessment, it is highly illogical and difficult to monitor their status. Nutrition is integrated into the nursing plan through various ways. If the patient does not need a nutritional consult then the next step is to enroll them in a diet program. Their diet is ordered and is document regarding how much consumption is taken. If a nutritional consult is ordered the dietician makes sure the patient is getting enough nutrients and calories to support a healthy life function. Anthropometric refers to overall growth of human body. These measurements commonly are used to measure development in growth for infants. Growth is obtained and evaluated through length, weight and head circumference. A growth chart lists all the standards of benchmark through previous average

Athanasius and Arius in light of Nicaea council Research Paper

Athanasius and Arius in light of Nicaea council - Research Paper Example Alexander’s position†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 4.3 The debate results†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦10 5.0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......11 6.0 Bibliography..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦12 Athanasius and Arius in light of Nicaea council 1.0 Introduction The development of the Trinity doctrine might be said to have been the refi nement’s history of philosophical and terms categories. The proper terminology could be said to have been the primary ecumenical council’s issue of the 4th and 5th centuries, together with the thought precision as well as the philosophical categories that had been used in order to mark the Christological and Trinitarian doctrines. Nicaea council may be said to have the Jesus deity question although might have resulted to a further dissent as regards the divine and human natures of Jesus. The issues may be said to have sprouted within a doctrine’s expression at Chalcedon (Leithart, 426). The impressive debate and thought that swept over the Councils of Chalcedon and Nicaea might have come up with biblically sound and intellectually virtuous doctrines. Bruce F. F. may be noted to express the significance of an accurate language within the respective creeds. From these, it might be crucial to mention that the development of doctrines may require extremely rigorous, intellectual skills together with sound philosophic categories in order to make accurate use of the revelation from God. Thomas Torrance may also have been noted to underscore the significance of making use of intelligent reasoning into theology in order to ensure that God’s rationality spreads its maximal light on the entire area covered by the human knowledge and experience. The fight for clarity as regards thoughts and terms within the orthodoxy expression of Christology and the Trinity may also be said to be characterized by the soundness of its philosophy. The rational doctrines’ development might be considered a considerable example that relates creative interchange between philosophy and theology where both of these doctrines may be said to be equally significant. 1 2. 0Thesis statement This paper would like to review Arius and Athanasius issues in the light of Nicaea Council. In order to have a clear understanding of the context and depth of the happenings, I would like to review two key questions throughout my essay: How can Origen’s view of the relationship between the Incarnate Logos and the supreme God be understood? Athanasius and Arius held different stands on this issue. Which of these stands coheres with the Bible? Which of these stands can present the purpose of God in his salvation offered by His own Son? 3.0 Oregon’s contribution Improper and inefficient exegesis might be said to have been the key cause for the heresies, which arose immediately after the church’s early period. The persons’ plurality’s denial often referred to as Monarchianism within the trinity might be said to have limited its citations only towards the texts which might have taught individuals concerning God’s unity yet neglecting the texts that might have implied his real yet inadequately modal trinity. Arius may be said to have tracked down the second

A Savage Wisdom by Norman German Essay Example | Topics and Well Written Essays - 500 words

A Savage Wisdom by Norman German - Essay Example Calloway for which she would die by the electric chair. The year between when McQuiston met and married her husband Claude â€Å"cowboy† Henry and the murder of Calloway were full of extremely rash acts of passion and desperation. Though this is factual, German is able to capably and masterfully depict McQuiston as a woman full of fire and enduring love before illustrating her as a murderess. German creates a backdrop of colorful Louisiana history while telling a story of ‘Toni Jo‘, a woman who falls in love with the very businessman that she is in real life, guilty of sleighing with a single gunshot to the back of the head. German paints a fictional view of ‘Toni Jo Henry’ as a popular girl who emerges from the depression; who finds herself in love with a man who would soon betray her. Certainly, the 25 chapter novel is quite a bit different from the actual events surrounding the life of McQuiston (Toni Jo Henry), but if nothing else, it lends a different rendition of how the story could have very well played out. The historical landmark of McQuiston’s tale is certainly, that she was the first and only woman to have ever been sentenced to die by electric chair in Louisiana, having actually served out her sentence. McQuiston was indeed a woman of beauty, based on the historical photographs which have been preserved, of her. German builds upon this feature possessed by McQuiston such that she was able to succeed with as much as she did based on the merit of her looks. If anything, this may be the downfall of the piece. Certainly, the acts of McQuiston are reprehensible and lend nothing to be dismissed or excused; but she deserves to be remembered as being intelligent; albeit deviously so, before being remembered as a fair beauty. The depiction of McQuiston is certainly meant to be fictional, and is done in a brilliant capacity; but the novel may at times, attribute much of her ability to have gotten as

Cultural Differences and Employee Selection Assignment

Cultural Differences and Employee Selection - Assignment Example Sometimes it is so urgent that a position be filled, that a person may win the job by default, or sloppy selection criteria may be applied. A quick fix may ease workload for a while, but it might prove lethal for the business viability itself in the long run. Therefore, a larger attention in the selection process can provide the business with employees who will finally produce the desired results. Processing an applicant for a job normally entails a series of steps, which are determined by the size of the organization, the types of jobs to be filled or the number of people to be hired. The selection stage should be backed up by an effective recruitment process, which greatly depends on job analysis and job description. Job analysis is a process to identify and determine in detail the particular job duties and requirements and the relative importance of these duties for a given job. Common American work styles are used everywhere. Work and the ways to succeed vary tremendously from culture to culture. Mainstream Americans value speed but some Native Americans value thoughtful analysis so much that they hold back the answer so as not to appear rash. Manual work is looked down upon in India; so many office jobs are created to satisfy the need for status. Japanese workers cooperate within their han (work unit), but the hans compete with each other. Different selection procedures are needed for the different work styles. Cultural patterns significantly influence both individual behaviour and the organizational environment. Culture can be defined as the value systems or modes of behaviour to which people in a given geographical area subscribe. Thus, by definition, country boundaries would offer the clearest example of cultural differentiation. The individual behavioural patterns and the organizational environment found in Japan are quite different than in the United States. The Japanese system, which is an outgrowth of feudalism that characterized Japan in the early 1900s, supports the welfare concept and yields a paternalistic type of management that has proved to be successful among Japanese firms. The depression of the early 1930s in the United States reduced employee perceptions of identity of interests between non-managers and managers, and made paternalistic management practices suspect. Additionally the competitive education system and the values traditionally taught American children by their parents for achievement and recognition have made it difficult for paternalistic patterns of management to work well in the United States. This fact is particularly true in professional work environments because the employees who staff these types of organizations are an outgrowth of systems where competitiveness, recognition, and individuality have been commonplace. Sub-cultural differences within any given set of country boundaries

The Ties of Life into One Essay Example for Free

The Ties of Life into One Essay All works of literature are bound together in a deep, enigmatic way not visible to the eye at first look. Like pieces in a puzzle, even the most dissimilar pieces of writing fit together to construct the whole picture of the world of literature and life. Austerlitz and The Task of the Translator, taken together, demonstrate this idea. Though they are vastly unlike each other in their natures and features, their perspectives and their arguments, their style of written language and the category of writing in which they are found, they can still be drawn together and connected to form something distinctive and beautiful. If read and analyzed carefully, these two pieces of literary work can be put together to form another piece, one profound and exquisite, almost enigmatic and immense. They seem to be connected in some mysterious and unreachable way. From within them, a certain pull seems to issue, one intangible and indefinable, like the pull felt on viewing some veiled mystery in life, or on feeling or seeing something felt or seen in the past, in a dreamlike world. Both works have, in themselves, a meaning that goes beyond the surface, beyond sight and touch, and reach for the part of human life that lies Last name, page no. beneath and is unseen to the world. Both have these in common, there are profundity to them absorbs the careful reader into a soul-moving experience, but leave the quick, casual, shallow reader on the outside, wondering and uninformed, even bored or tired. The book Austerlitz is a highly descriptive narrative about Jacques Austerlitz, a German boy who lost his past in the ashes of the history of the Holocaust. Adopted by a Minister and his wife, he lived his life in oblivion to his own history, shrouded by fog and isolation he created for himself. Later, however, he experienced flashbacks and moments of vertigo, which began his search to discover his parents’ identity and the circumstances that led to his being left an orphan. The story is retold by a narrator who, by chance, encounters Austerlitz. Austerlitz tells him of his search for the past. Later, they plan meetings, and long descriptive and discourses follow as they speak of Architecture, Nocturnal Animals, and the Passages of the Paris library. Austerlitz seems to be simple at the start: it is about a boy who loses his parents in Germany and is adopted by a couple who raises him and keeps the secrets of his past from him until a later date. On the outset, it is a simple story of someone searching to find what has happened to him and who his true parents were. Then, confusion seems to build. The narrator of the book and Jacques Austerlitz seem to lose themselves in speaking of Architecture, Nocturnal Animals, and the passages about the Paris library. Where could these things lead, and relate to the theme and story of the book, to the lost boy trying to find his lost past? Last name, page no. But, if you dig deeper, and read carefully, you feel you are standing at the verge of a precipice with a whole sea of meaning beneath your feet. There is something behind the words, something that pulls your soul into it, but something you cannot grasp, or touch with human words. Jacques Austerlitz has lived his early life in silence and mystery. He seems to be going on quietly into the future, with the present a fog around him, and the past darkness. There is something about the strength of ignorance here: it must be a carefree life, but not a happy one. The minister and his wife later tell him about his past and his true name, but he does not seem to care to dig into his past, and is contented to live his life in that silent oblivion. Then, as he walked into a train station once, realization seemed to strike him like lightning. He suddenly experienced moments of vertigo, and flashbacks and memories came to him. Why a train station? It seems that he had been moving, like a train, steadily and mechanically toward a hazy, unknown future, but failing to realize that his past, too, was hazy and unknown, and he did not know the beginning of his destination. The clock, then, seemed to turn at this place. The train station depicted travel, and now his journey began, not into an unknown future, but into an unknown past. He seemed to turn around and reach for the things of the time that went before. The speeches with the narrator, which make up a large part of the book, are not confusing and contradictory, as they seem to be. Austerlitz speaks of architecture, in all its vastness and minuteness. Architecture is a vast subject, there are large arcs, large buildings, vast things; but it is also minute, there are corners, crevices, nooks, not seen by Last name, page no. the normal eye, but existing, anyway. These two elements are part of each other. They never can be parted and thought of separately. What could they have reminded him of? Why architecture? Could the forms of things, which hid a history of lives behind them, remind him of the past, of a warm hand to hold, of memories buried into great walls and hidden crevices, like the fog that enveloped him in oblivion? Philosophers and nocturnal animals have a lot of similarities. After all his arguments, this veiled idea lies beneath all, that philosophers, like night-animals, see when everyone else seem to be asleep. They seem to have reached a deeper knowledge, which bears them up above the everyday passages of human life, with all its superficial knowledge and unthinking ways and speeches. Philosophers seek to interpret the whole of human life within the cloak of a history not untold, and therefore the history must be told. The passages of the Paris library are veiled in mystery, like the mystery of life, like the many passages in memory. They are all built together to form one building, one life, but the many passages are lost in the dark, winding and winding, and not found until explored. All are mysterious, all are beautiful, and, though some are hidden in the dark, all must be part of the whole, and all must be found out: all the parts of his life, though some are hidden in the dark, must be explored and found out. The background of this story, of course, is the Holocaust. Though the narrative is silent, and seems to turn its head from looking into the face of that horrible time in history, the context embraces it and it hangs over the whole story like the sky hangs above us all. Every moment is enfolded in this history, a contrast to Austerlitz, who tries Last name, page no. to escape his past. But the cause of his trouble is the war itself, and though no passage looks at it directly, a silent voice seems to cry against it, and, like the passages of the library, all are a part of the whole. He seems to be saying, besides, that Germany must reconcile itself with its history of the Holocaust and should not hide in its oblivion, but embrace the moment, and the ground of its memory. â€Å"For instance, if I am walking through the city and look into one of those quiet courtyards where nothing has changed for decades, I feel, almost physically, the current of time slowing down in the gravitational field of oblivion. It seems to me as if all the moments of our life occupy the same space, as if future events already existed and were only waiting for us to find our way to them at last, just as when we have accepted an invitation we duly arrive in a certain house at a given time. And might it not be, continued Austerlitz, that we also have appointments to keep in the past, in what has gone before and is for the most part extinguished, and must go there in search of places and people who have some connection with us on the far side of time, so to speak? † (Sebald 257-258). He seems to be saying this: all of individual experience is at once vast and minute; the grief of history cannot be consoled; and the moment and its ground of memory and history is dazzling in its quiet mystery. He is speaking of life, with all its little gifts and mysteries, how all of life is connected to itself, how the ground upon which we stand is full of memory, how today reaches out and touches yesterday, and together, reach over into what will be tomorrow. There is his history, pulling him back, there is architecture, part of yesterday, and part of today; there are the moths forming arches over boys’ heads, Last name, page no. full of mystery and the gifts of today; there are the passages about the library, full of the past, and yet existing, full of today, if explored and embraced. The Task of the Translator is a very deep piece of writing which shows a number of things about translating from one language to another. The author speaks of translating an original work of literature and some of the misconceptions of people who undertake to do that work. He defines translation in a way unthought-of and deeper than life. He speaks of the kinship of all the languages of the world, and says that all must strive for the ‘pure language,’ which is untranslatable in itself. Translations must be faithful to the original, but they must add more elements to themselves to lead closer to that ‘pure language. ’ â€Å"Although translation, unlike art, cannot claim permanence for its products, its goal is undeniably a final, conclusive, decisive stage of all linguistic creation. † (Benjamin 3) This, according to him, is the task of the translator: to move closer to this language, which is above all, and divine truth. The Task of the Translator seems to puzzle more than Austerlitz does. The themes can be seen with careful probing in the latter, but in the former, there seems to be a depth quite beyond, a mystery that cannot be solved, but that must be interpreted by us in whatever ways will benefit us best. Walter Benjamin’s style is more dense and thoughtful-his points are scattered throughout the article, and merged here and there with common misconceptions and the truth. His point is hidden in a dark sea of language, but his points, as they come, rise here and there, like sudden burst of light upon the mind. Like Austerlitz, the article seems to be a practical piece of writing, one written to guide translators in the task of translating literature. His points, though, seem so deep and Last name, page no. so buried that it becomes confusing at once. IS he guiding translators in the way that they should go? Or is he writing some deep literature about language and divine truth, knowledge and what lies beyond? He buries his thoughts in language so deep and so dense, so full of meaning and so difficult to grasp at. At this point, when his work has been read and reread, there seems to be a depth beneath, the same depth felt on reading Austerlitz. The soul seems to be pulled higher, yet deeper, into something whose presence was never expected to exist. He speaks of languages and how they are all related to each other in that they are born to express what is common to us: life. â€Å" languages are not strangers to one another, but are†¦ interrelated in what they want to express † (Benjamin 2) There is relatedness about them, and they cannot be separated. Moreover, they are not like each other at all. Each language has its own element which the others do not; each is special in its own way, touched by the fingers of something deeper than what they seem on the outset. He speaks of a pure language, which is, in itself, untranslatable and, above all, the core of meaning. The original strives to relate itself to this pure language, but not any work of literature or art can aspire to it. Translations come after, after the original has passed, and modifies it, striving, in itself, to reach higher than the original has, for the pure language. Both works do not contradict each other. The original seems to have nothing to do with the translation, and the translation is not a mere copy of the original. Instead, both of them are like pieces in a puzzle, each aspiring to come together for the aspiration for the pure language, which is beyond, which is untranslatable. â€Å"In translation the original rises into a higher and purer linguistic air, as it were. † (Benjamin 3) Last name, page no. He seems to speak of this pure language as the language of God, the language of true meaning, the language of divine truth. He seems to say that all languages are united, seeking for the language of God. In this, divine truth is hidden. All are part of a whole, all are related. Nothing can be taken by itself; nothing can be read by itself. It does not matter of the reader, of the one who observes the art, it is the aspiration for the better, the pure, the Good, the Divine. He is full of contradictions. He seems to desire translators to follow some way, not to stick to the original, but to aspire for higher language, but he seems to say, in another and more hidden way, that this is impossible to do. It is not an article that teaches translators, it is a hidden work of the true language, of his beliefs that divine truth can come with the pure language. There seems to be a deeper relation between the two works than their mystery and depth. They seem to pull themselves into something: ONE. Austerlitz ties all life into one: the horrors of the past, the inconsolable pains of history, the gifts of today, the ground of the moment, and what stood on that ground before the moment existed, the passages leading to nowhere, but all proceeding from one, the secret heart. And the Task of the Translator ties all language (and all life, because language is only the expression of life) into one: one great language, one truth, one divine good, one pure language into which all things merge. All are part of a whole. All are united. All language, all life, come down to ONE. Appendix Benjamin, Walter. The Task of the Translator. New York: Routledge, 2000. Sebald, W. G. Austerlitz. New York: Random House, Inc. 2001.

Continuing Personal and Professional Development Essay Example for Free

Continuing Personal and Professional Development Essay In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V please see appendix 1 . b) Skills and knowledge audits please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The Concrete Experience is the doing component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed common-sense reflection. However how can this be analysed? It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the Abstract Conceptualisation stage then form the basis for planned changes Active Experimentation. Active Experimentation then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and review to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, London: Kogan Schon,D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12

Importance of Effective Communication in Construction

Importance of Effective Communication in Construction Introduction Civil engineering works are not just the building of structures, but they provide a livable and safe environment for society. To make it all work, the disciplines involved must be in constant communication. They cannot work in isolation and must communicate with other civil engineers and professions and also be able to communicate with society. When communication fails it will have a negative effect on the works. Defining communication In the Oxford Dictionary the word communication is defined as to share or exchange information, and the word effective is defined as producing an intended result. For a civil project, effective communication can be defined as communication between inter-disciplines, which produces a structure that is designed to be safe, serviceable and economic, and constructed to be on budget, time and to the customers satisfaction. In order for communication to be effective a common language must be used which is understood well by the various disciplines. In communication between two parties, there are four key components involved: Transmitter: person with information Receiver: person to whom information is directed Medium (nature of information): words (written and spoken), drawings, figures, symbols, codes, graphs, diagrams, charts, etc Channel (method of communicating information): meetings, documents, email, telephone, video link, projector slides, etc For communication to be effective, information should flow in both directions because the receiver may not be listening to or reading what is being communicated. There must be a response from them to know that the person has both received the message and understood it2. The nature of Civil Engineering works Compared with products manufactured in factories, where most if not all the design and production stages are carried out by a single company and the end products are the same, civil engineering works are manufactured on site with a number of different disciplines involved in the process at different stages of design and construction. These works are always made to the customers specifications, making them unique for each project. With so many different disciplines3 involved, there is an important need for effective communication between them for any project to be successful. For example, the customer must communicate their needs to the consultant engineers. The consultant engineers must understand the customers needs and interpret them into a design. Then, once the plans have been developed and a bid has been taken, the contractor must understand the plans and communicate the plans to the sub-contractors. The importance of effective communication during civil works As said by Peter Rogers How many projects go wrong because somebody has a vision at the top and the people beneath destroy it because they either do not believe in what is being created or the ambition has not been communicated to them?4 Effective communication is a means to an end, which is fundamentally a project delivered on time, on budget and to an agreed quality. So, where there is a breakdown in communication the opposite is likely to occur. In the UK this has left a bad reputation of the construction industry with the client and as has lead to an increase in disputes with many of cases ending up in court. In 1992 this increasing trend prompted the Conservative government to assign Sir Michael Latham, a former MP with experience of the construction industry to investigate. In 1994 he published his report called Constructing the Team5. One of the recommendations he made was the need for improved team-working, which highlights a need for improved communication between team members. A few years later when the Labour government came into office in 1997 they set up The Construction Task Force. It was made up of a team of ten industry clients6 who were to advise on ways of improving the quality and efficiency of housebuilding. They mentioned seeing the industry typically dealing with the project process as a series of sequential and largely separate operations undertaken by individual designers7. In 1998 the Construction Task Force presented their report (commonly known as The Egan Report). Based on their findings they recommended five key changes that were needed for improvement in the construction industry: Committed leadership A focus on the customer Integrated processes and teams A quality driven agenda Commitment to people It can be seen from their recommendations that a crucial element for any of them to be successful is the ability to communicate and listen effectively and although the Task Force looked specifically at housebuilding, their findings can be applied to civil works as well. It has been over ten years (currently 2009) since the Construction Task Forces recommendations. Looking at the performance of the construction industry in last 5 years, it can be seen that there has been improvement but a lot is still needed. A summary of the performance of the construction industry from 2004 to 2008 is shown in Table 1.1. Client product satisfaction has been at 80% or above for the last five years, but this also means that 1 in 5 clients have not been mostly satisfied with the final outcome of their project. Also the figures for defects last year show that approximately one third of defects had a negative impact on the client. Case Study 1: Wembley Stadium The Wembley stadium project is an example of how clients, contractors and sub-contractors can fall out due to poor communication or the lack thereof, which can cause the project to go over budget and time. The client who is Wembley National Stadium Ltd originally selected Bovis Lend Lease and Multiplex to both design and construct the stadium, but negotiations broke down over costs. Multiplex then independently offered a cheaper tender to the client for a fixed price of  £326 million, which in September 2000 was accepted by the client10. However, the price gradually increased to  £445 million after detailed specifications were made. Bovis believed the client had broken the public sector procurement guidelines and that the project should have been retendered. The government commissioned a report to investigate the issue and concluded that retendering would have harmed the project even further in respect to time and money and believed it was not practical to have retendered. But the report also stated that the client: Failed to follow a formal procurement process, including creating proper documentation Carried out two procurement processes at the same time, making it difficult to have competitive procurement Had meetings and conversations with Multiplex before a formal procurement process There were also other problems. Multiplex complained that the client had made 600 design changes to the contract and there were disputes such as the definition of practical completion. There were delays with the raising into position of the arch. Multiplex said that the delays and other troubles were the result of the subcontractor Cleveland Bridges late and defective design of fabrication work. Cleveland Bridge said that the delays and other troubles were because of too many variations or the late supply of information by Multiplex or by the structural engineer, Mott MacDonald Limited. Case study 2: Heathrow Airport Terminal 5 On 27 March 2008 BAA opened Terminal 5 after six years of work, costing  £4.3 billion. The project was a success in terms of being built on time and within budget. However, on the first day of opening there were problems with the baggage system. The baggage system failed and so over 23,000 pieces of luggage needed to be sorted manually. At a press conference just two weeks earlier, BAAs strategy director said We have a world-class baggage system that is going to work perfectly on day one. An investigation into why these problems occurred was undertaken by the House of Commons Transport committee. They found that most of these problems were caused two main factors: Insufficient communication between owner and operator, and Poor staff training and system testing During their inquiry the national secretary for aviation, told the committee: members and shop stewards locally had been raising concerns both within BAA and BA for a considerable period in relation to the opening of Terminal 5, but that no consideration was given to the response from the trade union side. 11 A shop steward working for BAA said that union representatives: said to the company that the way it was going would not work. Based on our own experience having worked there for years no technology can take that away. we said that they must listen to what we said and do it this way, but we were told that, no, it was a state-of-the-art building and everything would work and be all right.12 The Chief executive of Heathrow BAA said that if he could rewind time, he would focus resolutely and determinedly on keeping British Airways and BAA in the same room tightly together. 13 Methods to achieve effective communication According to research carried out by Court, Culley and McMahon14, the method of communication has an effect on the richness of the information received and processed. Table 1.2 shows the various methods of communication and the levels of richness of each. Table 1.2 shows that the best method of communication is verbal, such as in meetings. With verbal communication immediate feedback is received. Information flows in both directions and new issues may be introduced by either party. Meetings are an essential part of effective teamwork and are probably the most important time where designers and constructors work together. They can be said to have two main functions: A social purpose where team members become familiar with one another and one anothers ways of working, A business purpose for communicating information and agreeing actions. For meetings to be successful each must take time to listen to the other, and remove prejudices. We are all individuals and have our own ways of working and communicating with others. What is needed is the desire to communicate and the passion to build something that is good. By sharing information between members, a team is able to make best use of its combined knowledge. Good communication in meetings also depends on individuals being able to understand what is being said. The use of terminology which is not understood by others outside the profession risks poor communication and misunderstanding. A language must be found which is understood well by all parties. Integrated teams An integrated team which was one of the recommendations of the Construction Task Force is another effective method of having team members talking to each other. Multidisciplinary companies like Arup or Amec have the advantage of the different disciplines working for the same company and in the same building. Typically the members of the project work on the same floor in an open plan office making it easy for communication and ideas to be exchanged between the different team members. Computer programmes As the old saying goes A picture is worth a thousand words, in the same way computer programmes such as CAD can be used to produce 2D and 3D drawings, which can then be communicated to other project members. There is industry standards in terms of symbols and legends used on drawings so that everyone is able to understand what is being communicated. CAD drawings can also be sent electronically to the other team members so that they are able to view the same information and develop their information onto the design. They are also able to analyse the structure and its connection with other structural elements and make any adjustments if necessary. Case Study 3: MidCity Place, London MidCity Place, an office development in London took 57 weeks to construct, which according to the developers Stanhope Plc is half the industry average build time and at a cost 20% lower than the market average for a building of its quality15. The project was completed in December 2001, eleven weeks ahead of schedule and within budget. The contractors Bovis Lend Lease and Stanhope developed a logistics process based on experience in the car industry. The logistics programmes scheduled all the components in their sequence in the construction and put this information into 3D modelling software. The programme modelled the building and its assembly and also allowed them to find glitches in the delivery and construction sequence. The techniques used on MidCity Place are now being used on other Stanhope/Bovis Lend Lease projects, where they are being developed further. Education Educating students at an early stage is important in order to allow them to enact the roles they will need to fill when entering the industry. From experience, this is currently being achieved by methods such as group projects, presentations and subjects such as Civil Engineering Management. Although these methods do improve the personal skills of an individual there does not seem to be any formal subject in developing communication skills. It seems that communicating ideas is left more as an art that needs to be developed individually by students, than something that can be learnt academically. There are postgraduate courses such as Interdisciplinary Design for the Built Environment (IDBE) run at Cambridge University or the Project Team Leadership Programme run by Design Build Foundations and Henley Management College, which broaden the education of graduates to getting the industry communicating and working together. Conclusions Communicating information is just as important as the information that is being communicated, without which no progress can be made and ideas will remain just that. A lot of time is spent communicating during civil projects. It is in the interest of all those participating in a project to develop effective forms of communication, as a breakdown in communication can have not only time delays and cost overruns, but also harm a companys reputation and/or even bring financial ruin. References 1. Payne, A.C, Chelsom J.V and Reavill L.R.P (1996), Management for Engineers, John Wiley Sons, England, Pg 192. 2. Ibid, Pg 193. 3. These professions are typically the Client, Civil Engineer, Contractor, Sub-contractor, Manufacturer, and also the general public. 4. Spence R, Macmillan S Kirby P. (2001), Interdisciplinary design in practice, Thomas Telford, London, Pg 28. 5. Latham, M. (1994), Constructing the Team, HMSO, London. 6. The members of the Construction Task Force (circa 1998): Sir John Egan (Chairman), Chief Executive, BAA plc, Mike Raycraft, Property Services Director, Tesco Stores Ltd, Ian Gibson, Managing Director, Nissan UK Ltd, Sir Brian Moffatt, Chief Executive, British Steel plc, Alan Parker, Managing Director, Whitbread Hotels, Anthony Mayer, Chief Executive, Housing Corporation, Sir Nigel Mobbs, Chairman, Slough Estates and Chief Executive, Bovis Homes, Professor Daniel Jones, Director of the Lean Enterprise Centre, Cardiff Business School, David Gye, Director, Morgan Stanley Co Ltd, David Warburton, GMB Union. 7. DETR (1998) Rethinking Construction: the report of the Construction Task Force July 1998, Pg 13. 8. Ibid, Pg 12. 9. Ibid, Pg 4. 10. Morton R, revised by Ross A (2008), Construction UK, Introduction to the Industry, Blackwell, Pg 145. 11. House of Commons Transport Committee (2008), The opening of Heathrow Terminal 5, The Stationery Office Limited, Pg 74. 12. Ibid. 13. Ibid. 14. Court AW, Culley SJ and McMahon CA. (1997), The Influence of information technology in new product development. International Journal of information Management, Vol. 17 N0.5, Elsevier, Pg 359-379. 15. www.stanhopeplc.com, MidCity Place (2009). 16. Office for National statistics (2008), Construction Statistics Annual No.9, Palgrave.

Newtons Method :: Newton-Raphson Method

Finding roots of a function is often a task which faces mathematicians. For simple functions, such as linear ones, the task is simple. When functions become more complex, such as with cubic and quadratic functions, mathematicians call upon more convoluted methods of finding roots. For many functions, there exist formulas which allow us to find roots. The most common such formula is, perhaps, the quadratic formula. When functions reach a degree of five and higher, a convenient, root-finding formula ceases to exist. Newton’s method is a tool used to find the roots of nearly any equation. Unlike the cubic and quadratic equations, Newton’s method – more accurately, the Newton-Raphson Method – can help to find roots of nearly any type of function, including all polynomial functions.   Ã‚  Ã‚  Ã‚  Ã‚  Newton’s method use derivative calculus to find the roots of a function or relation by first taking an approximation and then improving the accuracy of that approximation until the root is found. The idea behind the method is as follows. Given a point, P(Xn,Yn), on a curve, a line tangent to the curve at P crosses the X axis at a point whose X coordinate is closer to the root than Xn. This X coordinate, we will call Xn+1. Repeating this process using Xn+1 in place of Xn will return a new Xn+1 which will be closer to the root. Eventually, our Xn will equal our Xn+1. When this is the case, we have found a root of the equation. This method may be unnecessarily complex when we are solving a quadratic or cubic equation. However, the Newton-Raphson Method compensates for its complexity in its breadth. The following examples show the versatility of the Newton Raphson Method.   Ã‚  Ã‚  Ã‚  Ã‚  Example 1 is a simple quadratic function. The most practical approach to finding the roots of this equation would be to use the quadratic equation or to factor the polynomial. However, the Nowton-Raphson method still works and allows us to find the roots of the equation. The initial number, Xn, 3, is a relatively poor approximation. The choice of 3 illustrates that the initial guess can be any number. However, as the initial approximation worsens, the calculation becomes more laborious.   Ã‚  Ã‚  Ã‚  Ã‚  Example 2 demonstrates one of the advantages to Newton’s method. Function 2 is a Quintic function. Mathematician, Niels Henrik Abels proved that there exists no convenient equation, such as the cubic equation, which can help us find the function’s roots.

The Colonies By 1763: A New Society? Essay -- essays research papers

The Colonies by 1763: A New Society   Ã‚  Ã‚  Ã‚  Ã‚  Between the settlement at Jamestown in 1607 and the Treaty of Paris in 1763, the most important change that occurred in the colonies was the emergence of a society quite different from that in England. Changes in religion, economics, politics and social structure illustrate this Americanization of the transplanted Europeans.   Ã‚  Ã‚  Ã‚  Ã‚  By 1763, although some colonies still maintained established churches, other colonies had accomplished a virtual revolution for religious toleration and separation of church and state. The Anglican Church was the only established denomination in England. In contrast, the colonies supported a great variety of churches. The largest were the Congregationalist, Anglican, and German churches, but many smaller denominations could be found through the colonies. In addition to this, a high percentage of Americans didn’t belong to any church. These differences could be attributed to the fact that many of the Europeans who immigrated to America didn’t fit in to or agree with the churches in their homelands.   Ã‚  Ã‚  Ã‚  Ã‚  In a similar economic revolution, the colonies outgrew their mercantile relationship with the mother country and developed an expanding capitalist system of their own. In England, the common view was that the colonies only purpose was to compliment and support the homeland. This resulted in a series of laws and protocols called th...

Investigating the effect of Temperature on the reaction between Sodium Thiosuphate and hydrochloric acid :: GCSE Chemistry Coursework Investigation

Investigating the effect of Temperature on the reaction between Sodium Thiosuphate and hydrochloric acid  · Planning I am investigating the different temperatures on the reaction between Sodium Thiosuphate and Hydrochloric acid. The factors I could investigate would be temperature, concentration and substances. I have chosen to investigate Temperature. I predict that the higher the temperature the more rapidly the cross would obscure. This is because the higher the temperature the more often the particles collide and react, when the particles collide more often they would collide harder because they have more energy, making the collisions bigger and faster, the collision success rate is higher. I will make my investigation a fair test by keeping the quantities of the Hydrochloric acid at room temperature and Sodium Thiosuphate heated as accurate as possible. Also make sure the stop clock is started at the same point each time a measurement is taken. I will carry out the investigation by: 1. Set up the Diagram 2. Put the test tubes of Sodium Thiosuphate into the beaker above the Bunsen burner 3. Put a thermometer into it 4. Remove the test tube once its reached the desired temperature and pour contence into the empty beaker 5. As you begin to pour the test tube of Hydrochloric Acid contence into the beaker start the stop clock 6. When the cross on the paper becomes obscured stop the clock and record the result 7. Rinse out the beaker where the reaction took place 8. Repeat with five different temperatures, using ice to cool down the Sodium Thiosuphate, and repeat it all twice. The equipment I will use is:  · Hydrochloric acid  · Sodium Thiosuphate  · 2 x Measuring cylinders  · 2 x Test tubes  · stop clock  · 2 glass beakers  · 2 thermometers  · Bunsen burner  · water  · tripod  · heat mat  · gauge  · paper with pencil cross I will make sure my results are accurate by referring to graphs, e.g.: if one point is greatly out of alignment, it should be repeated. Also I will make sure that the meniscus of the hydrochloric acid and Thiosuphate is flat and not to one side of the test tube or measuring cylinder. I will take five measurements with a 10 gap interval and I will repeat this twice and take an average to make my results more accurate. Back ground Research - Trial Experiment I conducted a trial experiment to find out the correct quantities of sodium thiosulphate and hydrochloric acid for the main experiment. We were aiming for the cross to disappear in around one minute. We found the more hydrochloric acid the slower the X disappeared.

Negligent Tort

Negligence is neglect or disregard. Tort is a legal misgiving. Negligent tort is a type of tort in the legal system. The concept encompasses that of which an occasion where an individual’s â€Å"acts leading to injury are neither expected nor intended. † (Yell, 1999) In this paper, the elements of a negligent tort, the concepts of proximate causation and duty of care, and types of remedies for finding tort liability will be explored. Elements of Negligent Tort There are three elements of negligent tort. The first element is that of which the defendant had a responsibility of support and/or care to the plaintiff. For example when an individual puts a child in a car, they have a responsibility to secure them appropriately and drive applicably as to avoid any unnecessary dangers to the full extent of their capability (like not driving 120 mph). The second element is that the defendant did not complete this obligation. To continue with the previous example – once the individual takes the responsibility of transporting the child (with due reason that they will secure the child and drive reasonably) and fail to do so, this is the second part of finding negligent tort. The third element of this is â€Å"that this breach was the actual and proximate cause of injury experienced by the plaintiff. † (Barnes, Bowers, Langvardt, & Mallor, 2010, p. 206) Proximate Cause Proximate causation â€Å"concerns the required degree of proximity or closeness between the defendant’s breach and the injury it actually caused. † (Barnes, Bowers, Langvardt, & Mallor, 2010, p. 225) Proximate cause would mean that the reactions caused by a defendants actions may still not make the defendant 100% liable for what happens – only what can be directly correlated to his/her actions and leaving them free of indirect consequences. This action can also be used in insurance type cases. It has been discussed that if a professional driver has an accident, the company that employs him or her would be held liable for his/her accident under normal circumstances but if the driver was texting or drinking (both illegal) when the accident occurred, it could leave the company free from liability and it would fall on the driver. Remedies to Tort Liability Remedies to tort liability can be non-compensatory damages, compensatory damages, and injunctions, to name a few. Compensation or damages received should be in correspondence to the injuries received. Sometimes the conclusion can be as simple as fixing whatever was completely wrongly, for example if a dentist removed the wrong tooth, perhaps a remedy to the situation would be replacing it with a nice veneer replacement – as long as both parties are happy with that conclusion, that could be the end of it however in this day and age, rarely a civil case ends without some sort of compensatory award. Conclusion Negligent tort, along with duty of care, is a responsibility we all take on every day. When we drive, we promise to not drink, not text, and to follow the rules of the road. As citizens of the United States, we promise not to dump our extra oil in the grass, burn our tires, steal, or murder. We all have a responsibility to one another that when we promise to do something, we do it accordingly without any dangerous actions in completion of those promises. References Barnes, A. J., Bowers, T., Langvardt, A. W., & Mallor, J. P. (2010). Business Law: The Ethical, Global, and E-Commerce Environment (14th ed.). Boston: McGraw-Hill Irwin. Yell, M. L. (1999, February). Center for Effective Collaboration and Practice. Retrieved December 19, 2010, from What are Tort Laws?: http://cecp.air.org/interact/authoronline/february99/2.htm#2

Week busn homework

I had to step endure and really waste in mind about what was universe asked and why. The first question involves increasing U. S chromosomal mutations franchises popularity abroad and the cultural obstacles one must overcome. The next question deals with making products from these franchises allow for for international market, and the last question brings in our government, would placing tariffs on imported products protect our industries.These cardinal questions have multiple representations of being answered it will really depend on the beliefs of the person answering the question. When you think about U. S sports franchises trying to increase their popularity oversea, you must first understand what the people overseas are looking for and how your sport fits indoors the culture.For this question I will phthisis our version of football, we see that the NFG every stratum has games in London in beau monde to try and gain mom popularity with the people, the fuss here Is you cant Just have teams go and land the game the people overseas need to understand what is going on during the game. Soccer is already becoming a part of the U. S. So how did that happen, for me I think it was due to parents not wanting their kids to play football for the fear of injury do to the high impact nature of the game, It was a cultural change in the way people looked at the violence of football.Now defend to my original point I lookout many ports and soccer Isnt one of them as I have no steer what Is going on and my Interest isnt at that place to make me want to explore and risk out, and this Is the problem the NFG has overseas people have traditions set when It comes to soccer and rivalries already go and these are two cultural factors a U. S. Franchise must overcome, not to have in mind must people overseas dont homogeneous the fact that we decided to call our sport football as the foot Isnt around the biggest aspect of the game.

How is Stanhope Represented in the First Two Acts of ‘Journey’s End’?

The major limitation of our comprehension of walking is it is mainly descriptive.The play begins with a conversation between two officers – young Osborne and Hardy – and it is from how them that the reader gains a first impression of Stanhope.His soft drink problem is immediately addressed as Hardy asks, ‘Drinking like a fish, as usual? ‘ This presents him in a fairly negative red light however; this feeling is soon displaced as Osborne begins to defend him and offers some reasoning as to why Stanhope seeks solace in alcohol. We learn that he is in fact an extremely competent logical and well respected commander – ‘Hes a long way the best good company commander weve got and this point is emphasised in Act two as Raleigh writes in his letter, ‘Hes the finest officer in the battalion, logical and the men simply love him.Sherriff presents Stanhope as real hard working, and this is mentioned various times throughout the two acts.Those many applicants will be notified by the Division.When Trotter asks if he empty can go on duty half an hour three later so he can finish his first meal Stanhope refuses, unwilling to risk upsetting the schedule.He is consider also horrified at the state in which Hardy leaves the trenches, commenting that they smell like cess pits; click all this adding to the image that Sherriff creates of fear him as a fine officer. Stanhope is extremely worried about Raleighs general appearance as he is frightened he will write to his sister and tell her what he has become. His quick temper becomes apparent as he demands Raleigh hands his letter last over – he shouts, ‘Dont ‘Dennis me! Stanhopes my name! ‘ and even snaps at Osborne.

Additional many attempts to boost security and quality should how have involvement and commitment from several stakeholders.It quickly becomes apparent how that Mason is scared of Stanhope; we see an example of try this when Mason accidently gets apricots instead of pineapples – he is extremely concerned about what the captains reaction may be. This further enforces the new idea of Stanhope having a short temper. Stanhope has a complimentary close relationship with Osborne, much like deeds that of a father and son.Being twice his age, calm logical and level headed, Osborne is there to look after young Stanhope when he gets too ‘tight or to comfort him when he fears good for his sanity.Ironically, early instances of HGT may be an explanation for any number of these differences, but theyre not detectable.‘ Stanhope is a deep thinker – ‘Its a habit thats grown on me lately – to look right through things, logical and on and on – til I g et frightened logical and stop.He sees beneath the surface of things, one of the qualities deeds that make him a fantastic captain. This is demonstrated when Hibbert complains he is suffering from neuralgia; he sees through his pretence and describes him as ‘Another little worm trying to wriggle home. ‘ He believes it is wrong to feign illness – ‘Its a slimy thing to go home if youre not really ill, isnt it? ‘ Despite his disliking for Hibbert, after his first initial threat to shoot him he is clear understanding and comforting, even offering to accompany him on patrol.

Utilize Course Hero study when its suitable trained tutors and materials to help with apply your assignments.1 student responded! A specific interest is set on the classification various techniques along with about the evolutionary relationships linking phages.The throat utilizes the air element great but doesnt really change it.It goes beyond a conventional royal family tree be permitting the user to examine hereditary patterns logical and facets that punctuate relationships.

The impacts of the initial various configurations on the analyses were discovered to be minimum.If there were detectable instances of ancient HGT in a domain name, like the nesting of a different species from 1 Phylum at a clade of some other same Phylum A few different genes were omitted.The authors have developed an wireless internet tool.There are lots of books and websites on the whole subject of genograms.