The Film The Bronze Screen - 1082 Words

According to the movie The Bronze Screen, I understand that the Spanish people started acting in US cinema and specifically in Hollywood from early 20th century. The Spanish cinema started with black and while movie. At the first they act with just Spanish representative, because they want control the American cinema and precisely Hollywood. The Spanish movie was in the first representation without the voice. After that they added the voice. The Mexican movies was increased in Hollywood cinemas because American people like it. However the Mexican actor was good with acting. Hollywood films was increased their Mexican market after the Spanish people participated in the American cinema. Also the people who watching Spanish movies was increased. After that Hollywood America has introduced representatives of the participating representatives Spanish and this was new to the world of cinema reserve America and some people surprise of the piece. Also this changed the way of the Hollywood ci nemas also came a new world of movies and actors that is good for the Hollywood cinemas. To conclude that I thing the Spanish movies is good before and now because it give new ideas for movies and the new world of cinema, also a new color for All cinemas. According to the movie Stand and deliver, I understand that one Spanish teacher his major computer. He get request from high school so he go to them. The high school told him that his major isn’t in the school. However, they told him that heShow MoreRelatedMetropolis, by Fritz Lang and Frankenstein, by Mary Shelley Essay example984 Words   |  4 PagesThe idea of progress being inspired by the past is revisited in Fritz Langs 1927 film Metropolis. Though the films titular city is a gleaming landscape of technological advancement it is through the hands of the arcane inventor Rotwang that the films most stunning creation comes into being. Like Frankenstein revisiting â€Å"outdated† natural philosphers for his inspiration, Joh Frederson, the figurehead of Metropolis and the man to whom technology means the most, turns to the aged inventor in hopesRead MoreEssay on Reasons for Popularity of Buffy The Vampire Slayer1515 Words   |  7 Pagestechnology has moved forward so did the stories, and vampire films soon became popular. These stories have recently moved onto the small screen, the most popular of which, a modern adaptation of the tradition vampire myth called Buffy the Vampire Slayer. This popular programme has a massive following here in the UK and also overseas and is now in its 7th series of programmes and has been seen on TV screens around the world for over four years. Vampires are wellRead MoreMickey Mouse Monopoly Essay982 Words   |  4 Pagesthis is the hyenas in â€Å"The Lion King†. 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He only appears to Donnie when Donnie takes the prescribed hallucinogenic medicine and goes toRead MoreWoman Hollering Creek By Sandra Cisneros1345 Words   |  6 Pagesup in Mexico there was some limitation placed upon her, there was not much to do, â€Å"except accompany the aunts and godmothers to the house of one or the other to play cards. Or walk to the cinema to see this week s film again, speckled and with one hair quivering annoyingly on the screen. Or to the center of town to order a milkshake that will appear in a day and a half as a pimple on her backside. Or to the girlfriend s house to watch the latest telenovela episode and try to copy the way the womenRead MoreHow Plato Creates A New Argument Within The Human Of Egoism And The Guardians956 Words   |  4 PagesPre-birth. I is what kind of cultural standing that is already possessed within the Rep ublic prior to the birth of the child. This is where the Myth of the Metals begins. The myth develops as system of ranking with different levels (gold, silver, and bronze). Plato does state that he does not know whether or not this is a true story but he does conjecture that the motives are a product of causes. These causes are the classic Nature vs. Nurture. There are no exact amounts of how much each plays a roleRead MoreDifferent Film Industries in Different Countries2163 Words   |  9 PagesDifferent Film Industries in Different Countries There is one kind of product which needs multi-million investments but can see a return in only 15 to 30 days. It is based on innovation and represents a countrys culture. Depending on its collection of audio and visual experiences, it can earn praises or criticism from thousands of people. Films are enchanting products for the world. 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Euthanasia Essay - 2196 Words

Here is another essay for you to use! Its alittle screwed up, but perhaps you can do something with it. It was a lot worse than this, it had strange marks all over it and the paragraphs were everywhere. I fixed it a bit, but I would go crazy if I stared at a computer screen any more!!!! Euthanasia, is one of the most controversial issues of our time. This diver issue raises many questions such as: how should decisions be made, and by whom? What should be determined as a matter of law and what left a matter of discretion and judgment? Should those who want to die, or who are in a quot;persistent vegetative statequot; be allowed to die voluntarily? Who should decide: the patient, the physician, the courts, or the families? The†¦show more content†¦quot;Wickett, The Right To Die (Harper amp; Row, Publishers,1986) p. 109. Paul D. Simmons declares bluntly that quot;it is harder morally to justify letting somebody die a slow and ugly death, dehumanized, than it is to justify helping him to escape from such misery. Samuel Gorovitz, Drawing The Line: Life, Death, and Ethical Choices in an American Hospital (Oxford University Press, 1991) p.113. ® Some very prominent people are making packs with friends or relatives that specify that either will help the other die when life becomes desperate from pain or tragic accident. Families and physicians feel a variety of powerful emotions when dealing with a patient dying a slow and agonizing death. Certainly they wish that the pain were relieved and that health restored; that the patient not die but go on living and sharing concerns and joys together. quot;When the illness is terminal and there is no hope of relief or recovery, however, death is often desired for the patient as Gods appointed way to relieve suffering.quot; Paul D. Simmons, Birth and Death: Bioethical Decision Making (The Westminster Press, 1986) p.116. Mr. Sorestad, my junior high teacher, shared his experience at the death of his beloved wife after her prolonged battle with breast cancer. She had deteriorated physically and mentally practically beyondShow MoreRelatedEuthanasia Essay : Euthanasia And Euthanasia863 Words   |  4 PagesThis is why Euthanasia is important and summarizing the research that I found on Euthanasia. Euthanasia is important because there is a lot of arguments about Euthanasia. Some people support it and some people do not support Euthanasia (Euthanasia and assisted suicide- Arguments). Euthanasia allows people to be free from physical pain. It is the hastening of death of a patient to prevent further sufferings (Euthanasia Revisited). The religious argument states God chooses when human life ends. EuthanasiaRead MoreEuthanasia Essays : Euthanasia And Euthanasia1432 Words   |  6 PagesDoes euthanasia assists patien ts to die with dignity? From fresh to dying, is the humanity multiplies the development natural law. Along with medicine progress and life enhancement, the people besides pay attention to eugenics, simultaneous starts to pay attention to the euthanasia. Since this century 50 ages, regarding euthanasia, many countries’ medical arenas, educational world, and ethical groups have been arguing about the euthanasia argument for many years, although many person of ideas haveRead MoreThe Debate Of Euthanasia And Euthanasia1429 Words   |  6 PagesINTRODUCTION: The debate of euthanasia is an ongoing one that’s shrouded with much controversy and ambiguity regarding the ethics of it in contemporary Australian society. However, the frequency of this topic being debated by physicians, influential figures and the media has become more prominent now than ever. In particular, in association with its impending legislation within Australian states. (The Royal Australian and New Zealand College of Psychiatrists,2012) Various types of euthanasia are recognised,Read MoreEuthanasia Essay : Euthanasia And Euthanasia Essay1223 Words   |  5 Pages Euthanasia James Dudley Euthanasia continues to be an ongoing issue in modern society. Over the course of history, there has been a multitude of debates that have tried to justify assisted suicide, or euthanasia. Gallup’s study in 2013 openly shows this statistic by showing that over 75 percent of Americans trust that euthanasia should be acceptable. However, what Americans don’t comprehend is that making any form of euthanasia legal infringes upon the right to life as stated in the constitutionRead MoreThe Issue Of Euthanasia And Euthanasia2073 Words   |  9 Pageslife is beyond toleration or they feel as though there is no point to living, the issue of euthanasia often arises. Euthanasia is technically defined as â€Å"the act or practice of killing someone who is very sick or injured in order to prevent any more suffering†. In america people have the right to end their life. The topic of euthanasia is one that is highly disputed among people over the world.† Euthanasia means killing someone who is very sick to prevent more suffering† (Weaver 1). An example ofRead MoreEuthanasi Euthanasia And Euthanasia1515 Words   |  7 Pagesetymology of the word ‘euthanasia’ originates from the Greek language which has a literal meaning of â€Å"good death†. Other names for euthanasia are ‘assisted suicide’ and ‘mercy killing’. Euthanasia is done when the person is suffering from a terminal illness such as cancer, and then steps are taken to end the person’s life so that they no longer have to suffer. [Helga Kuhse. July 1992. Bioethics News. The World Federation of Right to Die Societies. http://www.worldrtd.net/euthanasia-fact-sheet. AccessedRead MoreEuthanasia And The Death Of Euthanasia1351 Words   |  6 Pagesfor the dying who request euthanasia to be able to end their suffering. Euthanasia is con sidered a â€Å"gentle and easy death† because it comes from the Greek words, Eu meaning good and Thanatosis meaning death. Euthanasia is illegal in most of the United States. However, assisted suicide, is legal in six different states. The states that assisted suicide is legal in are California, Oregon, Colorado, Washington DC, Vermont and Washington. The key difference between euthanasia and assisted suicide is whoRead MoreEuthanasia Essay : The Euthanasia989 Words   |  4 Pagesthe euthanasia process and what to expect. The euthanasia can take place in the privacy of your own home or you may choose to have it done at your veterinarian’s office. Your veterinarian may offer at home euthanasia or you may be able to locate a veterinary service that does at home euthanasia such as Home To Heaven. This is a personal choice and should be made with you and your pet’s comfort in mind. Additionally, you may want to decide if you wish to be present during the eu thanasia. SomeRead MoreEuthanasi Euthanasia And Euthanasia861 Words   |  4 PagesEuthanasia, the practice of medically terminating life in order to relieve pain and suffering of a patient, has been a complex and controversial topic since its conception. In ancient Greece and Rome attitudes toward active euthanasia, and suicide had tended to be tolerant. However, the rise of the Christian faith reinforced the views of the Hippocratic Oath, a swearing of ethical conduct historically taken by physicians. This shift concluded a medical consensus in opposition of euthanasia. IssuesRead MoreThe Debate About Euthanasia And Euthanasia1631 Words   |  7 PagesThe debates about euthanasia date all the way back to the 12th century. During this time, Christian values increased the public’s opinion against euthanasia. The church taught its followers that euthanasia not only injured individual people and their communities, but also violated God’s authority over life. This idea spread far and wide throughout the public until the 18th century when the renaissance and reformation writers attacked the church and its teachings. However, the public did not pay much

Explain the Relation between Trade and World Output Free Essays

World output or global output represents the sum of the entire amount of goods and services produced by all the countries of the world for a certain period of time. In simple terms, if each country produces a pair of shoes, a computer and a sack of coffee, multiply that by the total number of countries in the world to get global output. On the other hand trade, or more correctly international trade, is the exchange of goods and services across international borders. We will write a custom essay sample on Explain the Relation between Trade and World Output or any similar topic only for you Order Now Since it is impossible for all the countries to produce similar products, trade allows countries to focus on products that they have an advantage in producing over other countries. A classic example is crude oil. Not all countries have an abundant supply of oil – the reason why Middle East countries sell their excess oil to countries that need them. Trade encourages effective and efficient use of a country’s resources. A country that is more proficient in growing coffee could forgo the manufacture of computers and shoes and increase their yield of coffee to ten sacks of coffee and trade some of these excess coffee to a country that has an advantage at making shoes and computers. Following the logic of this interaction, as a country becomes more efficient in producing goods and services its total output also increases. And, as all the other countries increase their total output, world output ultimately increases. Describe the broad pattern of international trade International trade has been evolving at a much faster pace after World War II. Much of the evolution of trade in present times is attributed to rapid advancements in technology. Production of goods is now done at a much faster and more efficient rate – lowering overall manufacturing cost and doubling-up output. At the same time, it is now faster to ship goods to any point in the globe and attendant support communication facilities have improved tremendously. According to statistics from the World Trade Organization (the organization tasked to oversee international trade): –   75 percent of the global exports come from developed countries, while only 25 percent are from developing ones. – 83 percent of exports from developed countries are manufactured goods, accounting for 62 percent of total world exports. – Manufactured goods from developing countries are growing – now registered at 56 percent of their total exports — and account 14 percent of the world total. – Today, more primary products are being exported by developed countries than by developing countries: 14% of world exports, compared with 11% by developing countries. If the nations of the world were to suddenly cut off all trade with one another,  what products might you no longer be able to obtain in your country? An obvious answer is oil since it is one of the top imports of the country. Still, other items would be woodcrafts and furniture and certain agricultural products like rubber and natural oils. If the other trading country is China, products that will no longer be available here are office equipment, shoes and other articles of apparel, telecom and sound equipment, and, professional and scientific equipment. Choose one other country and identify the products it would need to do without In the case of China, products that would no longer be available in that country are electrical and heavy machineries, mineral fuel, oil, seeds and fruits, organic chemicals, iron and steel, aircraft and spacecraft, and cotton, yarn and fabrics. Discuss trade patterns Trade patterns deal with what goods and services a country trades, with whom, and in what direction. Trade patterns are studied in two ways: through the pattern of movement in commodities like oil, capital and raw materials, and, through factor contents or the amounts of primary factors used in the production of goods. Trade patterns reveal the current state of international trade, the direction it is heading and its effect on overall global output. Trade patterns also reveal emerging markets as well as markets that are on the decline. Trade patterns also influenced by global events that do not deal directly with international trade. These events include the September 11 attacks, SARS and the war in the Middle East. The current trade pattern reveals an interesting trend: prior to World War II, primary commodities came mostly from developing countries whereas manufactured products came mostly from developed countries. After the WW II, the trend has reversed and that reversal continues up to the present. Explain the methods governments use to promote and restrict international trade International trade is generally regulated and controlled via imposition of tariffs. Nations carry out such measures in three ways: on their own (unilateral); in agreement with another country (bilateral); or, in agreement with several other countries (multilateral). Non-tariff measures include imposition of quotas and voluntary export restraints (VERs) – a restriction on a country’s imports that is achieved by negotiating with the foreign exporting country for it to restrict its exports. To promote international trade, countries give concessions like preferential trading agreements (PTAs), custom unions and common markets. Custom unions are groups of countries that who adopt zero tariffs and no other restrictions on trade when trading among them. Common markets on the other hand, are groups of countries, who choose to eliminate all barriers to movement of both goods and factors among themselves. References World Trade Report: 2006 (2006). World Trade Organization. Retrieved October 30, 2007 from the World Wide Web: http://www.wto.org/english/res_e/reser_e/world_trade_report_e.htm Deardorff, A. (2001). Deardorff’s Glossary of International Economics. Retrieved October 30, 2007 from the World Wide Web: http://www-personal.umich.edu/~alandear/glossary/    Morrison, W. (2007). China-US Trade Issues. Retrieved October 30, 2007 from the World Wide Web: http://www.fas.org/sgp/crs/row/RL33536.pdf    Wild, J. Wild, K., Han J. (2006). International Business. Prentice Hall    How to cite Explain the Relation between Trade and World Output, Essay examples

Shot Put Training Program Design-Free-Samples-Myassignmenthelp

Question: Analyse the Shot Put Training Program Design. Answer: Introduction Training design of the program is an important framework for preparing and executing an exclusive workout for an athletic (Hans, Yoo Kwon, 2015). Training program enable an athletic to be focused and evaluate the training session to attain predetermined aim and goals. Training develops and improves an athletic performance increasing ability to compete in different platforms. In order to understand if the training program is meeting it objective, an analysis and evaluation has to be undertaken. These analysis and evaluations show effectiveness of the training design and areas for improvement to enhance performance of the athletic. The following report evaluates and analysis my training program for shot put game. The report will also contain justification of the training design in terms of it appropriateness and effectiveness to my performance in the shot put training program. The report will outline my strengths, weaknesses, current abilities, training principles, and the energy systems used that are used in the shot put athletic event. Lastly, the report will used the analysis done to recommend changes that can be done to improve performance. Body Justification of the Shot Put Training Program Design The aim of the training program was to increase the distance of throwing the shot put by 30centimeters. This means that I have to increase my performance to attain and maintain 30cm increase in distance from the prior performance. The training program was designed to take 6weeks through a series of activities. The attainment of the goals set in the training program was to be observed on the new distance that the shot put was to be thrown after the completion. My current ability was to throw short put 19.70 meters. This shows that I lacked 30cm to attain 20meters throw. I also have skills on how to throw the shot put and therefore the training program was appropriate to increase by strength to improve my performance. My strength was that I was flexible and able to commit to the training sections as outlined in the training design. Secondly, there were resources that were need for the training sections. This meant that I had a possibility of getting stronger and having more power to increase my performance. My major weakness was mastering new skill within the allocated time of 6week. One other side, I had a weakness of undeveloped strengths. These undeveloped strengths are options to increasing power that can help attain performance as predetermined in the training program. The energy system used in the shot put training program was phosphagen and fast glycolysis. These systems were used because of the duration of the shot put event. Having high and extreme intense activities increase physical performance that matches the nature of the athletic event that takes a short duration of time. The phosphagen energy system is used in extremely high event that take below six seconds. Fast glycolysis is used in very high activities in the training section that take between six to 30 seconds (Hittel, Hathout Hoffman, 2007). The outlined energy systems will require the following training methods; circuit training, weight, and plyometric method of training. The circuit training was adopted to enhance high intensity aerobics. The circuit training aimed to strength building or improving muscular endurance that are important in keeping the body fit to easily adopt to other skills in the training process. The weight training method was used to increase strength in musc les and improve power to throw the shot put (Dr.Sugumar, 2012). The weight training method developed strength and enhanced endurance of the muscles by resistance exercises. Weight training method ensured the adenosine triphosphate (ATP) produced increased which is as a result of improving phosphagen energy system (Hazuga et al., 2009). The weight training method enabled the usage of the phosphagen energy system that was done for short durations but 9involved extreme intense event that enhanced my ability to throw the shot put. Lastly, the plyometric training method was important for enabling the usage of fast glycolyses energy system. The plyometric training activities enabled improve muscle power. This was essential where explosive power movement was required to increase distance thrown. The shot put required muscles to propel the shot put to a longer distance that required increasing plyometric activities. The plyometric activities helped me to warm up in the start of the training section. The plyometric activities undertaken were; drop jumps, multiple leg hops, multiple jumps, medical ball and press ups. In order to attain the training program goals, the training principles were applied. These training principles are; intensity, frequency, measurable progress, duration, specificity, progressive and variety (Yessentayev, 2016). First, the frequency principle was maintained by undertaking training activities for than once. The training program was designed to have activities that were repetitive to ensure there is frequency in the training program. The frequency was important to improving fitness of the body by getting it used to activities. The frequency was also to enable development the holistic fitness for the shot put to train energy systems and the muscles repeatedly so that I can use them in the sport (Obmi?ski B?ach, 2012). Secondly, the intensity principle was applied in the training program by increasing the amount of time and efforts used in an activity. The effort ensured that I more than I did last time. This principle also enabled rapid improvement of fitness through int ensification of the training activities by reducing the effects of diminishing returns. The intensity principle enhanced increased fitness and continuous gain to enable attainment of the set objective of the training program. The principle was important to ensuring consistency in improving skills and ability in the course of the training program. For instance, the number of plyometric increased with time. Third was measurable progress principle that was incorporated to record and evaluate progress of the training program. The evaluation involved monitoring the actual performance of the training program and the predetermined performance that ensured the progress was measurable. The training program was designed to ensure progress of 5cm was made after every week section. Therefore, the distance of the shot put thrown was measured every week to ensure monitoring and evaluation of the training trigram design (Tamozhanskaya Shkola, 2016). Fourth was the variety principle that ensured t he training program incorporated different activities when exercising and practicing for the shot put sport. This reduced boredom. Fifth, the specificity principle that was incorporated to ensure development of physical fitness through usage of energy systems and training muscles that is close to shot put sport. These include biceps, triceps, and shoulders. The other principle incorporated was overload that enabled me to do more than what my body was used to. This principle requires sacrifice to stretch the muscles and the body to generally improve performance. Lastly is the progressive principle that was applied to ensure the activities in the ensured progress towards attaining the training program goals. This principle ensured the training program achieved a specified progress to increasing my performance. Evaluation of the shot put training program The frequency, intensity, time, and type (FITT) was incorporated in the design of the program to ensure the program was efficient and effective. Frequency ensured the body and the muscles involved continuously adopted and retained strength. This ensured the gained power to performance is retained. Intensity ensured the activities involved in the training sections were not constant and more effort was applied to gradually attain the required performance. Intensity ensured development of strength to enable the usage of the power to improve performance. Time in the training program enabled management of the activities that were involved in increasing my performance in the shot put sport (Sakamoto, Kuroda Sakuma, 2017). Timing also enabled planning that kept me focused throughout the training sections. Lastly, type of fitness determined the muscles that I was working on. The type of fitness component determined the effectiveness to attaining the goal of the training program. The exercises SPORT (specific, progression, overload, reversibility, and trait) formed a framework upon which the training program was designed to. These principles enabled the training program to be holistic, appropriate and meet requirements. The exercise SPORT enhanced the training sections by standardizing activities to improve energy usage systems and fitness components (B?a?kiewicz, ?yso?, Chmielewski Wit, 2016). Recommendations From the evaluation of the shot put training program design, I recommend the following to increase effectiveness and efficiency of the program; First, I recommend that weight training method should be emphasized because of its ability to increase muscles power that is important to improving explosive power when throwing the shot put. This will reduce time spent improving power and enable timely attainment of the projected performance. Secondly, the training program should incorporate special diet to boost body energy required in the training sections. This will provide muscle tissues with necessary nutrition in the process of increasing muscle power (Mastalerz, Sadowski Gwarek, 2014). Conclusion The attainment of the training program goal is determined by effectiveness of the training program design. The training program design enabled me to undertake activities that increased my shot put sport performance. At the end of the 6th week, I was able to throw up to 20metres. This shows that the training design was appropriable to increasing my body and muscles ability to improve performance. Therefore, the athletic improvement is determined by the design of the training program that enables increase in strength and power to improve performance. References B?a?kiewicz, M., ?yso?, B., Chmielewski, A., Wit, A. (2016). Transfer of mechanical energy during the shot put. Journal Of Human Kinetics, 52(1). https://dx.doi.org/10.1515/hukin-2016-0001 Dr.SUGUMAR.C, D. (2012). A Biomechanical Analysis of The Shot Put Performance. Global Journal For Research Analysis, 3(5), 118-119. https://dx.doi.org/10.15373/22778160/may2014/44 Hans, K., Yoo, S., Kwon, Y. (2015). A Descending Resistance Training Program Produces Heavier 1RM than a Constant Resistance Training Program. Medicine Science In Sports Exercise, 47, 937-938. https://dx.doi.org/10.1249/01.mss.0000479281.10364.f4 Hazuga, R., Battista, R., Wright, G., Kline, D., Foster, C. (2009). Effects Of A Sports Performance Training Program On Adolescent Athletes. Medicine Science In Sports Exercise, 41, 184. https://dx.doi.org/10.1249/01.mss.0000355117.25611.49 Hittel, D., Hathout, Y., Hoffman, E. (2007). Proteomics and Systems Biology in Exercise and Sport Sciences Research. Exercise And Sport Sciences Reviews, 35(1), 5-11. https://dx.doi.org/10.1097/jes.0b013e31802d744a Janssen, I. (2012). Startup Circuit Training Program Reduces Metabolic Risk in Latino Adolescents. Yearbook Of Sports Medicine, 2012, 205-206. https://dx.doi.org/10.1016/j.yspm.2012.03.033 Mastalerz, A., Sadowski, J., Gwarek, L. (2014). Comparative analysis of body configuration between shot put techniques. Gait Posture, 39, S91-S92. https://dx.doi.org/10.1016/j.gaitpost.2014.04.126 Obmi?ski, Z., B?ach, W. (2012). The shot put exercises as an useful component of ballistic training for female boxers. Journal Of Combat Sports And Martial Arts, 3(2), 135-139. https://dx.doi.org/10.5604/20815735.1047661 Sakamoto, A., Kuroda, A., Sakuma, K. (2017). Ballistic projectile motion is essential during power training to enhance shot-put performance. Journal Of Science And Medicine In Sport, 20, e52. https://dx.doi.org/10.1016/j.jsams.2017.01.140 Tamozhanskaya, A., Shkola, O. (2016). On program of extracurricular mini-football training program for university girl students. Pedagogics, Psychology, Medical-Biological Problems Of Physical Training And Sports, 20(4), 35-41. https://dx.doi.org/10.15561/18189172.2016.0406 Yessentayev, T. (2016). Development of elite sportsmens training system. Pedagogics, Psychology, Medical-Biological Problems Of Physical Training And Sports, 20(02), 4-10. https://dx.doi.org/10.15561/18189172.2016.0201

What are the logistical difficulties of the coalition action and what was the medias role Essay Example

What are the logistical difficulties of the coalition action and what was the medias role Essay On Wednesday the 19th of March 2003, America and England declared war on Iraq. They felt this to be necessary in order to stop Saddam Husseins Evil regime as he tells around 4 million people each year, they also thought war to be necessary in order to liberate the Iraqi people. Another reason they felt the need to proceed with this war because intelligence leads the politicians to believe that Saddam has chemical, biological and nuclear weapons of mass destruction which he uses to torture his own people. There are many more reasons for war, for example, Hussein is an evil dictator and has been treating his people badly for over 20 years and Iraqis have therefore been living in fear.Saddam also supports suicide bombers by paying their families large sums of money. Iraq has been committing war crimes for many years now while the world has tried to be tolerant. It is also important to remove Saddams power or end his reign before he attacks England, America, or any of the other countries in the United Nations in a form of revenge. U.S troops have found factories where the bombs were made including a chemical plant in the south of Baghdad. This war is also needed in order to make Iraq a democratic country so they can elect the own leader and make Iraqi people safe and stop Saddam from killing his own people, and using their money to pay for their torture and sometimes, their murder.However, many people disagree with the war and they show this by protesting. Most would say the reasons for not going to war greatly outweigh the reasons for war. Here are the majority of them. It would cost at least 19,000 pounds to make the necessary amount of bombs and this could be much more useful resources such as medical or educational equipment. Out of all U.S. military, over 51 have been killed and 14 are missing. Out of U.K. military, more than 12 troops are dead, and over 30 are missing. From Iraqi military, in excess of 1,500 have been killed , of the civilians the figures of prisoners of war that have been killed, injured or missing in action has risen to 5,898,000. Nearly 24,000 were killed or injured by daisy cutter bombs. So far there have been over 10,000 deaths each day. 9 news presenters have been killed, and two are missing. None of these deaths were necessary, they are the result of a war that most do not want, of find to be justified.People think that Tony Blair and George Bush are seeking revenge and probably have a hidden motive for this war. One of these could be that once the war is over, America will have to rebuild Iraq, when this is done, Iraq will then owe the U.S.A however much money they spent to rebuild Iraq. Iraq does not and will not have enough money to do this, so they will probably pay them with petroleum, as they are extremely rich in this source.There are three saying that have been used in protests against this war, The first isIncrease the peace make love not war.The second is,It is a war of hungry tiger and tied donkey (Ira q being the tied donkey)And the third is,Two wrongs dont make a rightEach of these sayings have a meaning behind them. The first one, I think, speaks for itself, is saying that whatever the situation, we should strive to achieve greater peace rather than retaliate or head for war as a resolution. The third saying tells us that you can not fight an injustice with an injustice, and quoting Martin Luther King,I truly believe that the eye for an eye method will ultimately leave everybody blind.Finally the second saying, this has the most meaning of the three as it shows that Iraqis have no choice but to fight, even though they will ultimately loose the war, no matter what they do, as they are too weak and they do not have the necessary equipment, soldiers or protection that they should if they were to stand a chance.There is one last very popular saying used in protests against war in Iraq,Not in my nameThis is a very powerful statement because as our leader and prime minister, Tony Bla ir should do as Great Britain wish, but by using this quote, they are saying that this war is not in our name and that he does not have the support of over 80% of the British population to go through and follow Bushs footsteps to war, he is doing what he wants to do but he is not fulfilling the wishes of Great Britain as a whole and so he is abusing his position and is not doing his job as he should be.Some people oppose the war because they do not want higher taxes, as this is what will happen when the war is over in order in order to afford the money rebuild Iraq. Others just do not agree with the suffering. For example one Iraqi man has lost eleven members of his family. Many children are malnourished and without families. Also, the body of an Iraqi baby was found on a main street and U.S troops give baby Muslims burials. For the few babies born since the war began, thousands have been killed. One particular boy called Ali Abbas was at home when a bomb went of very near by, his p arents and both of his brothers were killed, he himself was left without arms., Ali has become a bit of an icon of the suffering of Iraqis as he is one of thousands of children who have been injured and/or orphaned.Some disagree because it goes against general convention, the U.N did not want the war, and it goes against the rules of religion. Also they do not think that families should have been destroyed, due to the harm caused by some of the 2,000 lb TNTs or daisy cutter bombs, which have already killed over 24,000 people.Many people see it to be unnecessary for the U.S to have done some of the things they have, for example, they have bombed radio and TV stations in order to stop bias opinions being broadcast. They believe that the media lies, and that there are many innocent people that have been disabled, injured or even killed, and also that many women and children have been harmed both physically and emotionally, and some even mentally.However many families who have relatives in the war fear that they will become prisoners of war and be tortured on TV as other people and U.S troops have been.Logistical issues are all about tactics, problems, equipment, conditions and planning.Tactics were crucial in this war because in order for the U.S.A and the U.K to be successful, they had to think carefully about how they would overcome any obstacles that they could be faced with. They decided to do the following.They would stay in the deserts of Basra, and when Iraq were still not yet prepared the were going to slowly accelerate towards the centre of Baghdad, the capital city. On their route they would destroy anything that represented Saddam Husseins power such as portraits, statues, patches of land, houses or palaces or even his property. Once they are in Baghdad they will attempt to cease Saddam Hussein and his workers, in order to end the reign of Saddam Hussein and his evil ways.Some of the conditions that might cause problems for the troops are 24 hour sands torms which are also costly for the government who now have to fund for gas masks for each of the troops, these average out at around à ¯Ã‚ ¿Ã‚ ½12 each.Also the extreme heat could cause some annoyance as it is estimated that 10% of troops that will die, will die from some sort of heat related death.There are quite a few problems that may occur for the soldiers. Some of these are listed here. Supplies are a major issue. Important substances such as petrol, food and water take a long time to get to the soldiers as the tanks can only travel 30 miles a day. This is because the lorries behind them cannot drive through soft terrain, therefore the tanks have to build makeshift roads that the lorries can handle, therefore slowing down the tanks and all of the supplies. Supplies can also be slowed down by the narrow roads in Iraq, which are too narrow for the tanks to fit through. This would mean that the tanks would have to turn back and take a different route, therefore delaying the supp lies. Also if sand gets in the weapons they will be destroyed and with the sandstorms, this is hard to prevent. Another problem is the Iraqi people, because at the end of this, when they have removed Saddam, if the Iraqi people will not stand up for themselves and join America in their campaign, then all of the money, effort and lives would have been wasted.Their plan was also very important as they had to make sure they had gained the trust of the Iraqis as the last attempt to overthrow Saddam, led by George Bush Senior, ended in failure as the U.S backed out of Iraq too early, this led to Saddam Hussein slaughtering and torturing the millions of Iraqi people who stood up against him.The allied forces have a great range of weapons which they will use. These not only consist of riffles and batons, but also of B52 bombers, tanks and many more. However these must not be used in the wrong way, for example one bomb was dropped in a market square in the centre of Baghdad, killing many in nocent civilians and injuring even more.The media has played a critical role in this war. They have kept us informed about the war every day. Sky news even cut off all normal news, adverts and programs to make itself a 24 hour news report channel on the war in Iraq. This would have cost Sky a lot of money because they get the majority of their profit from companies and their advertisements, or television producing organisations for their items.When it comes to the newspapers, there have only been two newspapers that have been blatantly against the war on Iraq. They are The mirror and The evening standard. These two newspapers both constantly been writing everything that went wrong ended with innocent deaths or injuries, in order to try to change the opinions of the members of the public who did not oppose the war.The sun has supported the war from the get go. They have, on the contrary of the other two papers, made frequent positive remarks and reports on the war, and have made excu ses for any negative stories.Apart from the three newspapers that I have mentioned above , all the other have been very unbiased and seemingly quite honest. Many program timetables have been altered to broadcast as much up-to-date information as frequently as possible. The radio have allocated four different radio stations to broadcast 24hour reports in Arabic, for the first two, and the other two are in English. Finally music channels like MTV have banned all songs and videos that contain anything war related such as Madonnas song American lifeThe media reports in Iraq have been minimal as the Americans destroyed the broadcasting building in an attempt to stop biased reports.I believe that this war is wrong because it is not a war of religions, beliefs or truth as we would be led to believe, but a war of politics, and limbs, lives and families should not be hurt, destroyed or lo0st, for politics.

What is there to investigate Essays

What is there to investigate Essays What is there to investigate Essay What is there to investigate Essay I am going to investigate the effect of how friction acts on a cylinder rolling across a carpet after going down a ramp at a selected angle.Here is a diagram of the apparatus that I will use:Apparatus (The set-up of the items that Im going to use)What it all means and what I will need to measureCylinder 1,2 and 3 represent one cylinder at different stages. Cylinder 1 is the starting point of the cylinder. Cylinder 2 is just before the cylinder goes onto the carpet. Cylinder 1s Potential Energy and Cylinder 2s Kinetic energy are the same value. Cylinder 3 is where the Cylinder has stopped. I will measure the distance that the Cylinder has rolled from the carpet (d), after the Cylinder has left the ramp. I will also measure the height (perpendicular to the carpet) at which the Cylinder falls from. I may also need to measure the mass of the Cylinder. This will help us to work out the potential and kinetic energy. But I wont have to do this till a later stage.Howe ver, I will not need to measure the angle of the slope, because that will always stay the same through out the test (We had to choose one of eight slots in which to put the ramp. If it did not stay the same, it would be an angle versus distance and we are trying to find out height (h) versus distance).Method1. I will set-up the apparatus how it is shown in the diagram.2. I make sure the carpet is right in-line with the ramp.3. I make a rough table of results (in the back of my neat book) making the column headers Height of Ramp and Distance Rolled by the Cylinder4. Then, with a small ruler, measure the height of the place on the ramp where I will start to roll the cylinder from, and make a little mark.5. I write the h (height) in the necessary row.6. I put the cylinder onto the ramp. I let the cylinder go.7. When the cylinder stops rolling on the carpet, I will take the metre ruler, and make sure that the start of the ruler is on exactly the start of the carpet, and I will measure h ow far the cylinder rolls.8. I will write the distance in the correct row and column.9. I then will take another place on the ramp 0.5cm lower.10. I now will repeat steps 4-9 until I have a height of about 0.8cm.11. Then I will copy the results up in neatWhat I Will and will not MeasureI will measure the distance that the Cylinder has rolled from the carpet, after the Cylinder has left the ramp. I will also measure the height (perpendicular to the carpet) at which the Cylinder falls from. I may also need to measure the mass of the Cylinder. This will help us to work out the potential and kinetic energy. But I wont have to do this till a later stage.However, I will not need to measure the angle of the slope, because that will always stay the same through out the test (We had to choose one of eight slots in which to put the ramp. If it did not stay the same, it would be an angle versus distance and we are trying to find out height versus distance). I will also not need to measure the length of the slope.I think what will happen is that the height will be directly proportional to the distance rolled by the cylinder, but I must prove it.What is some Science Involved?Some science involved in this is that the kinetic energy at the bottom of the ramp where the cylinder rolled is equal to the potential energy at the top of where you have started to roll the cylinder. Right in the middle of where you started and the end of the ramp; the Potential Energy and Kinetic Energy are the same.When rolling on the carpet, all the Potential Energy has gone, but there is heat energy. This is caused by friction. In this experiment, two things are affected by friction.The greater the friction there is between the ball and the surface upon which it is rolling, the more quickly it will stop moving. The smoothness of the carpet will also affect how long it will take the ball to stop rolling, for example, smooth sand compared to sand with bumps so make sure all surfaces are as level as possible. In this case the carpet is not very smooth so there will be more friction.PredictionMy prediction will be that the more height there is from the carpet the further the cylinder travels. Therefore they will be proportional.Science involved?If the height doubles, the so does the distance rolled. So what I will use is the distance rolled divide by height. The reason is because when I do this, I predict the answer will be repeated all the time (e.g. if the height is 7 and the distance is 70, D/H would be 10, and if the height was 6, Id expect the distance to be 60, because 60/6=10.)A bit of Working out to Test the PredictionP.E=Potential Energy, m=mass, g=gravity, h= height, f=force, d=distance.P.E=mgh and P.E=fdTherefore mgh=fdI have predicted that h will be directly proportional to d, so mg must be proportional to f.An example: M=0.1, G=10, H= 0.05cm, F=0.083333FD = 0.05 JD = 0.05/0.083333D =0.60If this example is the correct formula, then I have it.Preliminary ResultsThese are the preliminary results:Height of Ramp (cm)Distance (cm)6.8815.3653.8472.3270.87I will collect 13 results. This means I will release the cylinder 13 times at regular intervals of 0.5cm (39 in total because I will collect the reading three times and take the average distance.What have I done?I obtained all the readings at 1.5cm intervals from the heights 0.8cm 6.8cm, which covered a good range because it is measured right from the bottom of the ramp and from the top of the ramp (with the same angle).What will I do?I will obtain all the readings at 0.5cm intervals from the heights 0.8cm 6.8cm, that covers a good range because it is measured right from the bottom of the ramp and from the top of the ramp (with the same angle).Were there any problems? If so what will I do?There were quite a few problems. Some problems that appeared were that:1. There was a drop in between the end of the ramp and carpet. This would not be a fair test because a drop would mean a sort of bounce, which would slow the cylinder down rapidly. What I will do overcome this problem was to place three equal size books, which ensures that there is no drop to the carpet.2. I also think there would have been some human error, but this would be a very minor, e.g. you may accidentally push the cylinder slightly.3. You may start the cylinder in slightly the wrong place. There a big range in the results so I will take the reading three times, and then I will work out the average.What will I do with the Readings to test the prediction?I will make a hand-drawn line graph to show Height v Distance. Distance will be on the x-axis because that is the thing I am trying to find out. On the y-axis will be the height because I can change that manually. I will then draw in the line of best fit. If the graph goes through 0,0 and is straight, then my prediction will be right.I have done a computer graph just to test my prediction. But this is not the final Graph.This is the Computer Graph:It is almost a v ery straight graph and very nearly goes through 0,0. This is only the preliminary graph and it looks right (according to my prediction.)Height of Ramp (cm)Distance (cm)6.8826.3765.8705.3654.8604.3543.8473.3402.8352.3281.8221.3150.89From the evidence I have obtained, I can see straight away that the higher the cylinder is up the ramp, the further the cylinder goes on the carpet. For every 0.5 of a centimetre the height increases, the height increases by 5, 6 or 7 (Average of 6.1666666666.).The speed that the Cylinder rolls down the ramp at can be found by firstly finding the kinetic energy (KE). The KE at the bottom of the ramp is the same as the PE at the top of the ramp. The mass of the cylinder was 250g. The height of the ramp was 6.8 cm. The length of it was 55 cm.KE gained = PE lostPE lost = mgh.PE lost =0.25 x 10 x .068PE lost =0.17JKE gained =0.17JKE =1/2mvà ¯Ã‚ ¿Ã‚ ½0.17J =1/2 x 0.25 x và ¯Ã‚ ¿Ã‚ ½0.17J =0.125 x và ¯Ã‚ ¿Ã‚ ½Và ¯Ã‚ ¿Ã‚ ½ =0.17 / 0.125Và ¯Ã‚ ¿Ã‚ ½ =1.36m/s V = 1.36VELOCITY =1.1661m/sThe acceleration can be worked out: (và ¯Ã‚ ¿Ã‚ ½=uà ¯Ã‚ ¿Ã‚ ½+2as)(a=và ¯Ã‚ ¿Ã‚ ½-uà ¯Ã‚ ¿Ã‚ ½)2sS (Distance) :0.55mU (Initial velocity) :0V (Final velocity) :1.16m/sA (Acceleration)* :?T (Time) :*Where a is a constantvà ¯Ã‚ ¿Ã‚ ½=uà ¯Ã‚ ¿Ã‚ ½+2as1.36 = 0 + 2(A x 0.55)1.36 = 2(0.55 x A)a = 1.36 / 1.1ACCELERATION = 1.2 m/sà ¯Ã‚ ¿Ã‚ ½ (1d.p)Now, we can now work out the deceleration on the carpet.S:0.82mU:1.16m/sV:0m/sA:?T:và ¯Ã‚ ¿Ã‚ ½=uà ¯Ã‚ ¿Ã‚ ½+2as0à ¯Ã‚ ¿Ã‚ ½=1.16à ¯Ã‚ ¿Ã‚ ½+ 2(82 x a)0 =1.36 + 1.64a-1.36= 1.64aa = -1.36 / 1.64DECELERATION = 0.8296m/sà ¯Ã‚ ¿Ã‚ ½The time taken for the cylinder to roll between the foot of the ramp and the place where the cylinder stops can be worked out:S:0.82mU:1.16m/sV:0m/sA:0.8296m/sà ¯Ã‚ ¿Ã‚ ½T:S=1/2(u+v)t0.82=1/2 x (1.16 +0)t0.82=0.58tt=0.82/0.58TIME=1.413sIt takes the cylinder 1.413s to stop.That is when the cylinder is released at 6.8cm highWhen the same cylinder is released at 3.3cm high, the velocity of the cylinder can be worked out:PE lost = mgh.PE lost =0.25 x 10 x .033PE lost =0.0825JKE gained =0.0825JKE =1/2mvà ¯Ã‚ ¿Ã‚ ½KE =0.08250.0825 =1/2 x 0.25 x và ¯Ã‚ ¿Ã‚ ½0.0825 =0.125 x và ¯Ã‚ ¿Ã‚ ½0.0825 / 0.125 =và ¯Ã‚ ¿Ã‚ ½và ¯Ã‚ ¿Ã‚ ½ =0.66m/sVELOCITY =0.812 m/sThe acceleration can be worked out: (và ¯Ã‚ ¿Ã‚ ½=uà ¯Ã‚ ¿Ã‚ ½+2as)(a=và ¯Ã‚ ¿Ã‚ ½-uà ¯Ã‚ ¿Ã‚ ½)2sS (Distance) :0.27mU (Initial velocity) :0V (Final velocity) :0.8m/s (1d.p)A (Acceleration)* :?T (Time) :*Where a is a constantvà ¯Ã‚ ¿Ã‚ ½=uà ¯Ã‚ ¿Ã‚ ½+2as, a=và ¯Ã‚ ¿Ã‚ ½-uà ¯Ã‚ ¿Ã‚ ½2sa =0.660.44ACCELERATION =1.2m/sà ¯Ã‚ ¿Ã‚ ½ (1d.p)The deceleration on the carpet can be worked out(a = và ¯Ã‚ ¿Ã‚ ½-uà ¯Ã‚ ¿Ã‚ ½)2sS:0. 40U:0.812m/sV:0A:T:a=và ¯Ã‚ ¿Ã‚ ½-uà ¯Ã‚ ¿Ã‚ ½2sa= -0.6590.8DECELERATION= 0.8m/sà ¯Ã‚ ¿Ã‚ ½ (1d.p)The time for this need to be worked outS:0.40U:0.81m/sV:0A:0.8T:?S=1/2(u+v)t0.4 = 1/2 x (0.81+0)t0.4 =0.405tt =0.4/0.405TIME =0.99sAnother example is when the cylinder was released at 1.8cm hig h. The velocity can be worked out:PE lost = mgh.PE lost =0.25 x 10 x 0.018PE lost =0.045JKE gained =0.045JKE =1/2mvà ¯Ã‚ ¿Ã‚ ½0.045 =1/2 x 0.25 x và ¯Ã‚ ¿Ã‚ ½0.045 =0.125và ¯Ã‚ ¿Ã‚ ½và ¯Ã‚ ¿Ã‚ ½ =0.045 / 0.125và ¯Ã‚ ¿Ã‚ ½ =0.36VELOCITY =0.6m/sThe acceleration on the ramp can be worked out:(và ¯Ã‚ ¿Ã‚ ½=uà ¯Ã‚ ¿Ã‚ ½+2as)Or: a = và ¯Ã‚ ¿Ã‚ ½-uà ¯Ã‚ ¿Ã‚ ½2sS:0.15mU:0m/sV:0.6m/sA:?T:a=0.360.3ACCELERATION = 1.2m/sThe deceleration on the carpet can be worked out:S:0.22U:0.6m/sV:0A:?T:a = và ¯Ã‚ ¿Ã‚ ½-uà ¯Ã‚ ¿Ã‚ ½2sa = -0.360.44DECELERATION= 0.8m/sà ¯Ã‚ ¿Ã‚ ½ (1.d.p)The time for this can also be worked out:S=1/2(u+v)tS:0.22U:0.6m/sV:0A:0.8m/sà ¯Ã‚ ¿Ã‚ ½T:0.22 =1/2(0.6+0)t0.22 =0.3tt =0.22/0.3TIME= 0.73333.sCylinder released at 6.8cmCylinder released at 3.3 cmCylinder released at 1.8cmVelocity at the end of the Ramp1.17m/s0.81m/s0.6m/sAcceleration on Ramp1.2 m/sà ¯Ã‚ ¿Ã‚ ½1.2 m/sà ¯Ã‚ ¿Ã‚ ½1.2 m/sà ¯Ã‚ ¿Ã‚ ½Deceleration on carpet0.8 m/sà ¯Ã‚ ¿Ã‚ ½0.8 m/sà ¯Ã‚ ¿Ã‚ ½0.8 m/sà ƒ ¯Ã‚ ¿Ã‚ ½Time taken to stop1.4 sec0.99sec0.7333secThe most obvious things to spot are that the acceleration and the deceleration are the same all the time. This is because there is the same gradient slope is the same and the force of gravity is the same.To get the velocity for a certain height, I have created a formula:It is the height at which the cylinder falls from, divided by 5, and then square root that numberOr: (h/5) = velocityTo find the time taken to stop, you do: height at which the cylinder falls from, divided by 5, and then square root that number and then multiply it by 1.21.2 (h/5)So, I predict that on a cylinder where the height of where it falls is 4.3 cm, the speed of the cylinder at the of the ramp is:4.3/5=0.860.86 =0.927m/sThe time taken for it to stop on the carpet is0.927 x 1.2= 1.112s.The results that I got agree with my earlier prediction because I said, My prediction will be that the more height there is from the carpet the further the cylinder travels. Th erefore they will be proportional. If the height doubles, the so does the distance rolled. So what I will use is the distance rolled divide by height. The reason is because when I do this, I predict the answer will be repeated all the time (e.g. if the height is 7 and the distance is 70, D/H would be 10, and if the height was 6, Id expect the distance to be 60, because 60/6=10.) I was right about this because:When the cylinder was dropped at 6.8cm, it went 82cmWhen the cylinder was dropped at 2.3cm, it went 2882/6.8 = 12.1 (1d.p)28/2.3 = 12.2 (1d.p)They are not exact, but this is de to slight human error, perhaps placing the cylinder 1 or 2mm from the actual starting place.From my graph (Distance travelled by cylinder on carpet versus Height of the Ramp), I saw that the points would not join in a straight line. But then I drew in the line of best fit. This line goes through 0,0 and is straight, so my prediction was right.My conclusion is that for every single millimetre that the cyl inder gets moved higher on the ramp, as long as there is a slope, the more distance the cylinder will travel on the carpet. This is because of gravity, which has a weight of 10N (9.8N). There is friction that is caused by the rolling of the cylinder on the carpet. The Kinetic Energy at the bottom is the same as the Potential Energy at the top. Potential Energy is the same as mass x gravity x height, force x distance. Kinetic Energy is the same as 1/2mass x velocityà ¯Ã‚ ¿Ã‚ ½By working out the Kinetic energy you could work out a lot of other things such as:* Velocity at the end of the Ramp* Acceleration on Ramp* Deceleration on carpet* Time taken to stop on the carpetTo sort out the drop in between the end of the ramp and carpet, the way to get out of that hurdle was simple. You had to place some things (I used 3 books) underneath the carpet, and should make the carpet in line with the bottom of the ramp. You should use something hard and flat (for smoothness).I have found out that the acceleration and, on the same slope, (deceleration on a flat surface), with the same cylinder, will always be the same in m/sà ¯Ã‚ ¿Ã‚ ½.The further down a cylinder is on a slope, the faster it goes.Although the points on the graph are not exactly in a straight line, they are very close to being on a straight line. There are 3 possible inaccuracies in this experiment:* While one is releasing the cylinder on the ramp, he can inadvertently push or hinder the cylinder. Also, one may not place the cylinder on the ramp in exactly a straight line* The distance is only measured to the nearest centimetre and is subject to rounding up or down* The surface where the distance is measured may not be uniform so there is excessive or reduced friction.I think the method I used was good because the graph shows an almost perfect fit.It would be unlikely that these results would just be a coincidence.ConclusionThrough this evidence, a firm conclusion can be drawn, especially from the graph.The higher the cylinder is dropped from, the further the cylinder rolls on the carpet. The evidence of this is firmly supported by the graph. The graph was a straight line going, (or very close to) through 0,0.ImprovementsThe follow improvements would be recommended:* There should be a mechanism that holds the cylinder in place on the ramp, and at the intended height, the cylinder can be released without aiding or hindering it.* The ground surface must be uniform.* There should be a mechanism, which ensures that the cylinder is in a straight line at the release of it.* A computerised device that measures the distance in millimetres, or even micrometers could measure the distance that the cylinder travels.* The cylinder should be a perfect cylinder with perfect grooves or dents.Further workOne could:* For each point on the ramp, repeat the experiment ten times, and then take the average.* One could do the experiment with different sorts of cylinderso Wooden cylinderso Different metal cyl inderso Hollow cylinderso Different sized cylinders* One could repeat the experiment but instead of cylinders, one could use different spheres.Viren Shah GCSE Physics coursework Cylinder going down a ramp.

Implementing Code of ethics Assignment Example | Topics and Well Written Essays - 1750 words

Implementing Code of ethics - Assignment Example The management has the duty to promote the code and lead the rest of the staff in the implementation and practice of the provisions of the code. For an organization to begin the process of implementing a code of conduct, several questions have to be satisfied. One such question is the method used in the implementation. Once this has been settled upon, there is need to find out how the code will be publicised to all stakeholders within and outside the organization. The time at which this code will also be communicated and publicized is also an important issue. Another important question is what is needed to be done to ensure that the values as stipulated in the organization’s code of conduct are reflected in the practices and policies of a business nature that are relevant to the organization (Mamic, 2004). An organization gets its motivation from the mission and vision statement. They clearly and briefly state the purpose for the organization being in business. Therefore, in the formulation of a code of ethics, the overriding factor considered is the relationship that the provisions of the code will have with the vision statement and the vision statement. The management has to ensure that the code of conduct is relevant and in cohesion to the vision and mission statements of the organization. This will have the effect of strengthening the resolve of all the employees to work towards the goals of the organization. In the course of its operations, an organization comes up with policy statements to provide further guidelines to the employees of the company and other stakeholders, both within the organization and outside (Barth, 2003). These policy papers are essential in determining the way the company will relate with other organizations in the course of its operations, as well as providing specific guidelines that will serve to determine interactions between the employees of the organization. Policy statements are more of a boost to the rules and

Good Management or Bargaining in Bad Faith Essay

Good Management or Bargaining in Bad Faith - Essay Example The city of Sunbelt has a council of five members in its management. The council’s aim is to reduce the budget of the city by bargaining with the unions hard over their salary and fringe benefits. The city management orders the union members i.e.; trash collectors and other public work employees to work for eight hours during the day and not go home even if they finish their work before hand. The department of public works follows a two-tier system in which it protects the salaries, benefits of the currently employed workers but for those who are newly employed, receive a low salary, and they have to pay a high proportion of their health benefit costs. The case does not reflect any problem in the relationship between the management and the union because the management will obviously want to reduce its costs and increase the benefits. For that, it will want to reduce their payment of salary. The already employed workers have an expertise and therefore it is the responsibility of the management to secure their salary and their needs. As for the newly employed workers, they should be given some incentives to work properly. If they are given a low income at the beginning then they will be boosted to work harder in order to get a higher pay. Such a kind of relationship does not differ from the normal relationships between the management and the union. (Klingner, Nalbandian and Llorens, 2010)Â  In the given case study, the collective bargaining was a combination of three options. They were: The effective in this process was that of hard bargaining with the PBA. Instead of hard bargaining the other two options of contracting with the country sheriff or with a private security firm could have been adopted by the management. Hard bargaining is considered the best strategy in this situation because it involves:Â   There are different challenges faced during this agreement. The decision was to undertake hard bargaining. It was also mentioned that if hard bargaining was unsuccessful then with the approval of the council, any of the other two options could be pursued.

Spectator and Cinema Essay Example | Topics and Well Written Essays - 2500 words

Spectator and Cinema - Essay Example In the mid-'70s, the concept began to play a major role in the theoretical discussions in Britain and North America, with the result that psychoanalytical studies of the viewing subject have proliferated. In my reading of Wings of Desire, I borrow from several theoreticians of suture, including some who have been at odds with each other concerning the scope and consequence of this concept. Although my reading of Wings of Desire certainly owes much to the French scholars, claims I make concerning Wenders' film run counter to the original polemical thrust of their work. For them, suture denotes the operation by which cinema encloses the subject in ideology. Their analysis bears primarily on dominant Hollywood cinema, and they restrict the scope of suture to the ideological effacement of the cinematic code. They are reductive as well with respect to the semiotic system of suturing, positing at times the shot/reverseshot system or point-of-view cutting as the fundamental cinematic articulation of suture. Other French film theoreticians who complement a general semiotics of cinema with Lacanian notions of the subject and signification, such as Christian Metz and Jean-Louis Baudry, have avoided such a rigid application of suture to the cinematic apparatus and, nevertheless, have arrived at the even more pessimistic conclusion that cinema itself functions as a support and in strument of ideology. (Metz 1974, 39-47) Anglo-American film scholars have expanded on these psychoanalytical theories of cinema without sharing their negative assessment of the basic cinematic apparatus. (MacCabe 1977, 48-76) However, such challenges to the original French position on cinema and ideology have pertained for the most part only to films that resist closure and foreground lack and alienation. Thomas Elsaesser's 1980 article on Fassbinder is an important example of such criticism in the area of German cinema. Focusing on Fassbinder, but also claiming relevance for New German Cinema in general (mentioning by name Herzog, Wenders, Syberberg, and Kluge), Elsaesser responds to the more radical conclusions drawn by Baudry and Metz. He rejects their implication that "the cinema is indeed an invention without a future' because it systematically ties the spectator to a regressive state, in an endless circuit of substitution and fetishization." (Elsaesser 1986, 537) Nevertheless, suture as well as narrative closure of any kind has remained ideologically suspect. Wings of Desire provides, I think, an excellent opportunity to re-examine this bias that, in the wake of Oudart and his successors, persists against identification and narrative (closure). In the discussion of suture, the emphasis has been on processes of identification that position the viewing

Personal Development Plan in Childcare

Personal Development Plan in Childcare Over the four years I have been working at various different settings as a student volunteer which include the following Private Day Cares, Primary Schools and Nursery Schools. Studying Early Childhood has given me, amongst other things, a broad knowledge of child development. It has given me an opportunity to reflect upon my own learning styles and professionalism and explore legislation, theories and research materials. I have devised a Skills Audit (See Appendix One) where I have chosen categories (taken and adapted from the UCLAN Employability Framework) to assess and grade myself against which I will be evaluating my strengths and weaknesses against the competencies. Leadership Ability Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. (See Appendix 1) Leadership is about vision and influence therefore Rodd (1998) says that Leaders are able to balance the concern for work, task, quality and productivity with concern for people, relationships, satisfaction and morale. (Isle-Buck.E: 2003). Although I am not a leader but a student volunteer I believe that this is my weakness as I havent been able to establish leading other colleagues and promoting their development and taking their views into account. However I could say that I am a leader for children as I provide for them, allow them to take part in decisions and take into account their views and needs for them to develop their knowledge and understanding further in a fun experience. Organisation Planning and Prioritising Abilities Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. (See Appendix 1) Time Management could be described as Getting the most benefit from time, using it wisely and efficiently (Day, 1999). This could include avoiding wasting time on tasks that are unnecessary. However managing my time successfully ensures that I leave myself time to alter or make improvements on assignments as necessary without causing me too much concern or missing a deadline. Being able to organise myself and my priorities it enables me to approach each day in a positive manner and at ease. On the other hand I could say that a weakness of mine is planning at the moment as I have been working in a Year 1 class with the National Curriculum (NC) and have now moved down to a Reception class where the Early Years Foundation Stage (EYFS) is used. The EYFS is used differently to the NC when planning so it will take me some time to get used to this procedure taking into account this could be a goal for me to achieve. Communication and Interpersonal Skills Always clear and accurate, high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. (See Appendix 1) Communication skills are important and the way you communicate with others too. Parents and other colleagues find it easy to approach me as I have developed a good understanding with them. As mentioned in Sadek, E, (2009: 72), If the people whom you are communicating usually experience their transactions with you as positive, affirming to their self-esteem and productive for them personally, they will usually come back for some more. Being bilingual helps the setting that I am volunteering in at the moment. This is entirely due to the fact as children from Asian backgrounds that attend the school out of which some children and parents have English as an Additional Language. For example if children are struggling to understand what the teacher is saying to them in English, the teacher as ks me to translate to the child in their home language (Urdu/Punjabi). This then enables the child have a clear understanding of what the teacher is expecting or wants them to do. Therefore over the years my self esteem/ motivation and confidence have built up and I enjoy what I do during my days at the school enabling me to provide stimulating activities for them to enjoy and learn. Miller.L, (2005: 28), states that Communication within early years settings is fundamental and as Rodd (1998) suggests: Working in an early years setting, whether it is large or small, involves many interactions between adults and other adults and between adults and children. Team Working Abilities Reasonable evidence of working as part of a team and shows evidence of interacting and begins to contribute ideas or concerns with other team members. (See Appendix 1) Whalley, M (1994: 171) Reminds us that working as a team is a process not a technique, while Rodd (1998: 116) states that teamwork relies on open communication, democratic organization and effective problem-solving skills. (Dryden.L: 2005). I have worked within teams and sometimes find it at ease to interact and sometimes I lack confidence in contributing when in large groups as I feel I might be saying a comment or contributing unnecessary ideas. However this is something that I could develop upon. I occasionally share concerns with the staff if they are necessary regarding parents or children. Reflection Shows significant ability to evaluate and identify key learning of self and others. Shows clear understanding and knowledge of how to use and aid reflection within learning. (See Appendix 1) The work of David Kolb studies the way in which people learn and looks in particular at experiential learning. Experiential learning describes the cyclical pattern of learning from experience through reflection and conceptualising to action, and back to experiencing once again (Wallace, 2001). Relating this to my own learning, I experience on a day-to-day basis the challenges and joy of working with children. I then reflect on the things I have learnt and how they correspond with my studies and the theories. By reflecting on my learning styles and the way in which I approach my work, I have been able to improve my techniques to ensure I am making the most of my time and energy. However reflecting on my learning with other team members has been beneficial too as it has supported me to change or de velop my learning further. As stated in MacLeod Brundell. I, et al, (2008), Pollard and Tann (in Fisher, 2001:199) suggest that reflective practice, professional learning and personal fulfilment are enhanced through collaboration and dialogue with colleagues. Problem Solving Occasional critical thinking and decision-making skills with some interpretation of major factors and understanding choices. Some evidence of testing different options and implementing the chosen solution. (See Appendix 1) Being able to think critically takes time and practice to master. Brookfield has described critical thinking As a useful and positive activity. The word critical often suggests finding fault. However, critical thinking can examine an idea or concept by looking at the positive as well as negative aspects (Day, 1999). For example, during my working day I am able to reflect upon and evaluate current activities that I have done. Likewise in my studies, I am able to look at pieces of researches or articles that have been produced by different authors and occasionally be able to analyse and reflect upon them but I feel that I am lacking some confidence in critical thinking as sometimes I describe rather than analysing the texts. However I am able to reflect on them by gi ving my views and opinions as well as making links to other articles and/or theorists. Continuous Professional Development I recently started working part time in the summer holidays at a Childrens Play Scheme Centre as a Mobile Team Worker. My role was to go to various settings and provide fun activities for children aged 5 12 to enjoy in their holidays. Before attending work I was offered to go on training courses alongside other new colleagues which included First Aid Training and Safeguarding Children. Whilst on the Safeguarding Training the information that was being told was already fresh in my mind as I had completed a module on Safeguarding Children. Within the module we discussed relevant and up to date legislations as well as how to proceed and take action on how to deal with children and families where abuse is identified. However this training course was not beneficial for me I think as I knew the relevant information already bearing in mind that it was a beginners course to Safeguarding. First aid training was a period over two days where I and other colleagues joined in discussions and practical activities. I enjoyed this training session and found it a valuable asset to learn. It showed me how to proceed when in difficult situations such as a baby not breathing, cuts and scabs, bleeding and vomiting etc. I learnt what procedures to follow to get a result and if the situation was not able to be dealt with how to deal with the situation then too. We worked as a team to assess different situations and cases, I thought this was good as each team member would get to talk to each other and communicate effectively and help each other if one wasnt sure how to proceed. Overall the First Aid training session for me was a worthwhile session that I had been too. Critical Analysis of Professional Development What is professional identity? It can be described as the relationships between social structures and individual agency between notions of a socially constructed and therefore contingent and ever-remade self, with dispositions attitudes and behavioural responses, which are durable and relatively stable between cognitive and emotional identities (Day et al, 2006:601) Since the launch of the Every Child Matters (ECM) document in 2003 regarding the Victoria Climbie Enquiry and the succeeding of Childrens Act 2004, it could be argued that childcare services have had a rapid change for everyone involved within this field for example teachers, practitioners, doctors, social workers, health visitors and the police etc. In August 2006 the local government published its response to the national consultation on the future of the childrens workforce. Within this context the governments response was to outline how people working within the early years workforce will provide a major contribution to improving childrens achievements as well as supporting parents and families in giving their children as many possible life chances they can achieve. Every Child Matters: Change for Children has the outcomes that we desire for all the children to achieve their full potential in. This change has gone some way to creating the role of the Early Years Professionals (EY Ps). An EYP will have the qualifications and experience needed to take on a leadership role in a childcare setting, and provide quality care and education for children. (Nursery World:2009). CDWC (2006a: 2) state that EYPs are seen as agents of change dedicated to improving practice in the early years sector. (Nurse: 2007). Alongside ECM, the Government launched a ten year strategy to improve services for children. The Childrens Workforce Development Council (CWDC) was set up in 2005 so that they would support the performance of ECM. The CWDCs role is to join together the way different agencies work together to bring consistency to the way children and young people are listened to and looked after. They state that we are the voice of employers and we make sure their concerns, experiences and views directly influence workforce reform. The CWDC supports people who work with children, young children and their families in the sectors including the early years, social work, social care, the welfare sector and young people. The ECM website quotes: The ten year strategy aims to provide a sustainable framework for high quality integrated early years and childcare services for all children and families (Every Child Matters: 2009). The word sustainable is a vital point here. In order to continue providing good qu ality service, there needs to be a continuous program of training in order to provide settings with professionals for future generations. Sustainability could be described as meeting overheads and provide a quality, accessible and affordable service that is relevant and needed in the community. Although sustainability is important sufficiency also plays a vital role too which can be described as having the means to provide childcare that meets the requirements of the community, showing awareness of the needs of parents who work or are in training. The Early Years Professional Status (EYPS) was first introduced in 2006 a graduate professional. EYPs are highly trained graduate leaders, with up-to-date knowledge and understanding of early years sectors regarding child care and development, as well as having qualifications that are recognised. This enables the EYP to share their high levels of practice and knowledge with other members within the team. This essential role within the early years plays a vital role in supporting childrens well being and development for them to succeed which has become evident within recent years. This has been emphasised a great deal in the Childrens Plan (2007) within the early years sector. Anning and Edwards (2006: 51) describe professional identity in the EYP role as a way of being, seeing and responding, responsively and flexibly maximising the learning potential of every aspect of Early Years practice, particularly in building on the childrens own ideas, preferences and interests (Carr: 2001). The EYPS is the on the same professional level as with teachers who have a Qualified Teacher Status (QTS). CWDC (2006) states that it is important to consider that the two qualifications are both professional statuses but are based on different set of skills and knowledge. On the other hand newly qualified teachers (NQTs) are provided with support, personal mentoring, effective career development etc, as well as the opportunity to follow up by Continuous Professional Development (CPD) structure within the school year. They also have the opportunity to work effectively and focus on the highest levels of learning and pedagogy. In contrast EYPs have none of this support available to them at the current time. The pay for the EYPs is minimum as well as no structures or guidelines around conditions of service, support requirements, or ongoing CPD to maintain and build skill-levels. (Aspect: 2008). There are a number of questions which immediately rise from this, as Nurse, (2007) mentions that there is serious debate about the link between the EYPS and QTS, not only because it cuts across many current employees allegiances to particular professions but also it affects the lives of children and families as well as those who will work in the field in the future. Since the launch of the EYPS in 2006, the Government has provided around  £250m in funding through the Transformation Fund. This enabled students to apply for money to fund a degree in Early Childhood Studies. A further  £305m was made available through the Graduate Leader Fund to help transform the early years workforce  and deliver the Ten Year Strategy for Childcare (Every Child Matters: 2008) To gain the EYPS each candidate should be able to demonstrate and achieve 39 standards which will enable them to meet the requirements for EYPS. These standards fall under the following six categories: Knowledge and Understanding, Effective Practice, Relationships with Children, Communication and Working with Partnership with Families and Carers, Team Work and Collaboration and Professional Development. These six categories when working with children from birth to five which the 39 standards fall under are to be achieved by each candidate that chooses to do the EYPS. Most of the standards that are created are an effective way of meeting the requirements to enhance professional development as well as meeting the needs of children and their families. For example in the category Knowledge and Understanding, Standard 1, The principles and content of the Early Years Foundation Stage and how to put them into practice revolves around the practitioners. This standard enables the practitioner to enhance their knowledge of the EYFS and how it is to be used to provide effective provision for the children within their setting. Without the knowledge and understanding of the curriculum practitioners will be unable to provide the up most best for children in their care. Another example can be from the category, Professional Development, S38 Reflect on and evaluate the impact of practice, modifying approaches where necessary and take responsibility for identifying and meeting their professional needs. This enables the practitioner to develop on their weaknesses which will allow them to provide opportunities in development where necessary to enhance their professional development. Taking into account practitioners should note that EYPS is not a qualification but it is a new status which recognises a students knowledge and skills as a practitioner and a professional leader (Moyle: 2007). CWDC (2010) stipulates that the role of the EYPS enables practitioners who are working with children aged birth to five to demonstrate the excellence of their practice and their ability to lead practice. The government proposed that the Early Years Foundation Stage Curriculum (EYFS) should be delivered by a skilled early years and childcare workforce, professionally led and with a strengthened qualification and career structure. On the other hand the EYFS also enables to improve on their practice and support their professional development by the recommendations which are stipulated in section 1 of the EYFS Practice Guidance. (DfES, 2007b: 5) This links into the EYP Standard S33, as Nurse (2007: 144) states that this standard stresses the important link between reflection and professional development, the more skilled you become in evaluating the effectiveness of your own practice, the more you will be able to identify opportunities to enhance and develop your own expertise and knowle dge. The EYFS is the curriculum for 0-5 year olds that was introduced in 2008 which took place of the Birth to 3 Matters (2002) and the Foundation Stage (2000) Curriculums. It is a single quality framework to support childrens learning and development. For practitioners and EYPs, the EYFS has presented many challenges, its main effect is to recognise each child for its individuality as well as recognising the childs strength to improve and plan their future continued learning. Therefore the governments aim was to have a graduate EYP in all children centres by 2010 and in every day care setting led by an EYP graduate by 2015 with two graduate EYPs per setting in the disadvantaged areas. The childcare sector has, until recent years, been overshadowed somewhat by formal education. The Government has now recognised the importance of delivering a quality service for children aged Birth to 5 years, delivered by professionals trained and experienced in the field of early years (Whalley:2008). Th is recognition could partly be due to the increasing number of children attending a full-time setting and the emphasis on helping a child reach their full potential early in life. Once the EYP has qualified they can choose to either work in the childrens centre which provides early education which is integrated with health and family support services. By 2010, the government proposed that they will have at least 3,500 centres across the country which will be available and accessible to everyone (Every Child Matters: 2009). However other career paths are available for EYPs to follow than work in Children Centres for example Private Day Cares, Early Years Advisors etc. In conclusion there are no arguments that the EYPS cannot work or indeed it isnt a good idea apart from the lack of low pay and conditions Pugh et al (2010:206) stipulates that the new initiatives that the government have outlined promise a better future for the early years workforce and consequently a better future for children as well. Personal Development Plan Target:  In order to apply for PGCE I need to achieve Science GCSE Grade C or above Short Term Goal:  Arrange to attend classes in the following year 2011. Long Term Goal:  Achieve Science GCSE by 2012. Target:  Complete BA (HONS) Early Childhood Studies Short Term Goal:  Complete formative assignments and receive feedback to develop upon. Long Term Goal:  Complete and pass all summative assignments by summer 2011. Target:  Study and research a wider selection of articles and texts to support my degree work Short Term Goal:  Study and make notes of course books and recommended reading for each module. Download relevant articles and information from the Internet related to my assignments. Long Term Goal:  By 2011 I will be able to judge my success by my improved knowledge and ability to read critically. Target:  Build on my self esteem and confidence. Short Term Goal:  Take sessions on how to build confidence and self esteem by taking counselling. Long Term Goal:  Be able to share and contribute ideas with confidence. Target:  To experience working with children between the ages 0-5 years. Short Term Goal:  Attend nursery sessions to see how staff teaches. I will also be attending training sessions for the Early Years Foundation Stage to increase my knowledge and understanding. Long Term Goal:  By September I will work in a nursery class and work alongside children from 0-5 years and the Early Years Foundation Stage. Target:  To develop an understanding of the concept of the Early Years Foundation Stage. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer. Long Term Goal:  By September I will have an understanding of the Early Years Foundation Stage and will be working alongside it. Target:  To work alongside the Early Years Foundation Stage and develop how to use it for an observation. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer to understand the concept of this curriculum. Long Term Goal:  In September I will be able to use the outcomes of the Early Years Foundation Stage to observe and assess set children and this will be able to help me build up their personal profiles. Target:  To work alongside the Early Years Foundation Stage curriculum and have some training done. Short Term Goal:  By summer 2011 I will have attended some training sessions and have developed skills for the Early Years Foundation Stage so that I can use this curriculum as I am working with under 5s. Long Term Goal:  In September 2012 I will be working with children under 5s using the Early Years Foundation Stage and will be able to adapt to the changes Target:  To work alongside other professionals within the setting. Short Term Goal:  By Easter I will have acknowledged which professionals are working within the setting and understood their role Long Term Goal:  By September 2011 when I work in another class where there are special needs children or other children with specific needs I will be working alongside with them with the child. References Aspect, (June 2008), Early Years Professionals: Making the EYP project a Success Daly, M, Byers, E and Taylor, W, (2004) Early Years Management in Practice, Heinemann Day, C (1999) Developing Teachers: The Challenges of Lifelong Learning, London: Routledge Falmer Day.C, Kington.A, Stobrt.G and Sammons.P, (2006), The Personal and Professional selves of Teachers: Stable and Unstable Identities, British Educational Research Journal, Volume 32, No 4, August. Dryden, L, Forbes, R, Mukherji, P, Pound, L, (2005) Essential Early Years, Hodder Arnold Every Child Matters (March 2008) Graduate Leader Fund further information on purpose and implementation Every Child Matters, Department for Children, Schools and Families, [On-line] http://www.everychildmatters.gov.uk/deliveringservices/workforcereform/earlyyearsworkforce/ [Accessed 22nd November 2010] Every Child Matters (2009) Early Years and Childcare Every Child Matters: Change for Children [On-line] (Updated 15th February 2009) Available at: http://www.everychildmatters.gov.uk/earlyyears/ [Accessed 22nd November 2010] Isle-Buck, E and Newstead, S (2003), Excellence in Childcare: Essential Skills for Managers of Child-Centerd Settings, David Fulton Publishers Macleod-Brundell, I and Kay, J, (2008) 2nd Edition, Advanced Early Years Care and Education, Heinemann Miller.L, Cable.C and Deveruex.J, (2005), Developing Early Years Practice, David Fulton Publishers Ltd: London Moyles.J, (2007), Early Years Foundations: Meeting the Challenge, USA: Open University Press Nurse. AD, (2007), The New Early Years Professional: Dilemmas and Debates, Routledge Nursery World (6th March 2009) Nursery Management: Editors View Nursery World, [On-line] Available at: http://www.nurseryworld.co.uk/news/887566/Nursery-Management-Profiletrue-vocation/6 March 2009 [Accessed 22nd November 2010] Pugh.G and Duffy.B, (2010), Contemporary Issues in the Early Years, 5th Edition, London: SAGE Publications Sadek, E and Sadek, J (2009) Nursery Management, 3rd Edition, Nelson Thornes Ltd Wallace, S. (2001) Teaching Supporting Learning in Further Education, Exeter: Learning Matters Ltd Whalley.M, Allen.S Wilson.D, (2008), Leading Practice in Early Years Settings (Achieving EYPS), Exeter: Learning Matters Ltd http://www.cwdcouncil.org.uk/eyps CWDC (2006) Early Years Professional Status http://www.cwdcouncil.org.uk/eyps/standards [Accessed 22nd November 2010] http://www.cwdcouncil.org.uk [Accessed 20th December 2010] Appendices Appendix One Leadership Ability Organisation Planning and Prioritising Abilities Communication and Interpersonal Skills Example A leader who provides for self and others working alongside them. Communication and decision making skills to involve and take views from colleagues. Time management (punctuality, meeting deadlines), self management and self motivation, interpersonal skills like confidence, awareness of life-long learning and planning for future development. Oral, Written, Visual, PowerPoint and other forms of delivery; communicating academically and professionally choosing forms of delivery, structure and language appropriate to audience; leading discussions and responding to feedback. 1. Poor communication. Inability to consider others views before making decisions and unable to play a positive lead role. Little or no use of evidence of using time effectively, attempting to improve self motivation and self-management or to develop confidence in planning and carrying out a range of tasks. Inadequate no real consideration of audience and has tendency to be in accurate. Shows little or no evidence of communicating effectively with others and has difficulty conveying information in any form. 2. Good communication skills but lacks initiative in playing a lead role as well as the planning and organisation. Occasional evidence of using time effectively; basic self motivation evident with limited development of confidence in planning and carrying out a range of tasks. Staring to show and use good communication skills however lacks confidence in communicating with others and has difficulty presenting to people at all levels. 3. Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. Good attempt at using time effectively, some evidence of self-motivation/self management with some improvement in confidence in planning and carrying out a range of tasks. Reasonable presentation and generally accurate in content rarely has difficulty in making a point starting to show confidence in what they are doing and the way they are communicating with others. 4. Beginning to show confidence in motivating others and providing support for the staff. Shows clear evidence of leadership ability. Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. Always clear and accurate, shows high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. 5. A strong leader who shows self motivation and motivates others too considering their views and needs. Is confident in making the right decisions. Manages time highly effectively; demonstrates consistent self motivation and self-management and an increased confidence in planning and carrying out a range of tasks. Shows a strong ability to give a complete and concise account of a situation, either orally or written. Is able to communicate effectively with parents and others in a wise manner and confident.Skills Audit Team-working Abilities Reflection Problem Solving Example Understanding and developing a role in the team and showing its effectiveness by working with, listening and encouraging the development of others which may also include leadership skills, group ideas and resources. Understanding own learning (learning styles, awareness of how one develops and appropriate use of C.I analysis and journals) Recognition that people learn differently and see things from diverse perspectives. Decision-making skills, critical thinking sustained and applied analytical skills, negotiation skills, managing change and risk, testing different strategies and choosing most appropriate solution. 1. Inability to interact within a team and shows little or no evidence of participating within a team by sharing ideas and concerns. Has no evidence of evaluating/identifying of key learning experience of others and self. Lacks the understanding and knowledge of reflection Shows no evidence of critical thinking and decision-making skills with little or no evidence of appreciation of major factors and no evidence of how to handle choices solution implemented without considering alternative options. 2. Shows some evidence of interaction and motivation within a team. Occasionally listening and working with others but lacks confidence in sharing ideas and concerns. Adequate evidence of evaluating/identifying of key learning of self and others. Tends to use reflection as a tool simply with little understanding and knowledge. Acceptable critical thinking and