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

Ecuador Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ecuador is one of the smallest countries of South America. It lies on the West Coast of the continent between Colombia and Peru. The equator crosses Ecuador and gives the country its name. Ecuador is the Spanish word for equator.   Ã‚  Ã‚  Ã‚  Ã‚  The Andes Mountains rise through much of central Ecuador. About half the people live in the valleys and on the plateaus of the Andes. Quito, Ecuador's capital, lies more than 9,000 feet (2,700 meters) above sea level on an Andean plateau. A flat, partly forested, tropical plain extends west of the Andes along the Pacific Ocean. This coastal plain is developing faster than any other part of the country. About half the Ecuadorian people live there. During the middle and late 1900's, many people moved to the coastal plain to farm its rich soil. Others moved to the coastal city of Guayaquil to find jobs. Guayaquil is Ecuador's largest city. It is also the country's leading commercial center and chief seaport. East of the Andes Mountains is a large jungle.   Ã‚  Ã‚  Ã‚  Ã‚  Ecuador has had more than 15 constitutions since it gained independence from Spain. Most of these constitutions provided for an elected legislature, but in many elections few of Ecuador's people have been allowed to vote. Strong leaders have suspended or replaced many of the country's constitutions in order to stay in office or to increase their power. Most of Ecuador's rulers have been military leaders or hav...

Lady Macbeth Is Responsible for the Fall of Macbeth

Lady Macbeth is responsible for the fall of her husband It can be said that Lady Macbeth is responsible for the fall of Macbeth. I believe that she was partly responsible for this. I believe that two sets of people are responsible for the fall of Macbeth.. Secondly I believe that Lady Macbeth is responsible for his fall. She urges him to kill Duncan questioning his manly-hood and saying that he was too kind. Finally I believe that the witches played a huge part in the fall of Macbeth. The witches put the thought of being king into Macbeth’s head in the first place.They also convinced him that he was invincible and this caused his ultimate death. I believe that Lady Macbeth is partly responsible for the fall of Macbeth. She plans and forces Macbeth to murder starting the chain reaction to his downfall. When Lady Macbeth read the letter that Macbeth sent her about his encounter with the witches she immediately starts planning Duncan’s murder. â€Å"The raven himself is h oarse That croaks the fatal entrance of Duncan Under my battlements† Lady Macbeth plans the whole murder and if Duncan had not looked like her father she would have done it herself. Had he not resembled My father as he slept, I had done’t† She forces Macbeth to carry out the murder even though he expresses that he doesnt want to do it. â€Å"We will proceed no further in this business:† â€Å"I have no spur to prick the sides of my intent, but only vaulting ambition ,which o’erlaps itself And falls on the other† Lady Macbeth accuses Macbeth of not loving her and questions his manly-hood in order to manipulate him into murdering Duncan. â€Å"When you durst do it then you were a man, And to be a more to be that what you were, you would e so much more the man† Lady Macbeth uses Macbeth’s lack of confidence to win him over and force him to finish the murder. â€Å"Art thou afeard To be the same in thine own act and valour As thou a rt in desire? † She thinks he is too â€Å"full of the milk of kindness† to fulfil the deed. This forced Lady Macbeth to convince him and manipulate him into killing Duncan. We see Lady Macbeth transform throughout the play. At the start of the play she may have been the catalyst to Macbeth rise and fall from power but by the end of the play she didn’t feature.She lost control of her mind from the guilt was suffering. Once Macbeth was king the relationship between the two disintegrated and they no longer confided in one another. Macbeth showed his true colours when he ordered for all the Macduff family to be killed, children and all. Lady Macbeth had nothing to do with this and therefore cannot be blamed entirely for Macbeth’s fall and ultimate death. Secondly, I believe that Macbeth was in some ways responsible for his own downfall. He was ambitious and strived to be the king.Once he became King he strived to stay King and became very suspicious and paran oid of all people in his country. Finally, the witches are partly responsible for Macbeth’s downfall. They meet Macbeth and Banquo on the way home from battle and they meet three witches. The witches tell Macbeth that he will become Thane of Cawdor and eventually King of Scotland. â€Å"All hail Macbeth! Hail to thee Thane of Glamis† â€Å"All Hail Macbeth! Hail to thee Thane of Cawdor† â€Å"All Hail Macbeth! Thou shalt be king hereafter.! †At first Macbeth doesn’t believe them but when he becomes Thane of Cawdor things start to make sense to him. After this he starts getting murderous thought and the fall of Macbeth begins. Macbeth is ambitious and his personality changes when he believes he can be king. He loses all his nobility and honour. â€Å"Glamis and Thane of Cawdor! The greatest is behind! † The witches also play another role in the fall and ultimate death of Macbeth. Macbeth goes to the witches a second time to find out his futur e. They tell him the future in the form of three apparitions.They tell him that he must beware of Macduff, he cannot be killed by man born of woman and he will die when the Great Birnam Woods come to Dunsinane. â€Å"Macbeth! Macbeth! Macbeth! beware Macduff; Beware the thane of Fife. † â€Å"Be bloody, bold, and resolute; laugh to scorn The power of man, for none of woman born Shall harm Macbeth. † â€Å"Be lion-melted, proud; and take no care Who chafes, who frets, or where conspirers are: Macbeth shall never vanquish'd be until Great Birnam wood to high Dunsinane hill Shall come against him. †He believes every word of the witches to be gospel and this cause his ultimate death. He is convinced that he cannot die that he is invincible. When Macduff confronts Macbeth he tells him of their prophecy. As a result of the prophecy Macbeth believes he is invincible and this allows Macduff and his troops to get very close to Macbeth and this causes his death at the end of the play. â€Å"I bear a charmed life, which must not yield To one born of woman† The witches manipulated Macbeth into thinking he could fulfil the prophecy and become King of Scotland

The Wave essays

The Wave essays The Wave is a book about teenagers in a high school who wish to try this experiment. An experiment that started in one classroom, and like wild fire spread through the whole school. The idea of strength through discipline, strength through action, strength through community, suddenly swept across the school and soon got out of control as everyone felt the urge to join the new movement of The Wave. But one girl, Laurie, finds the courage to stand up for what she believes when she realizes that The Wave seemed and insane following group of what the Nazi Movement once was. 3. Analyze one or more high impact scenes of the story. One scene that seemed important was right toward the beginning of the book. The first time the wave started. Everyone had just watched a movie on how Hitler and the Nazis could control the Jews in such a horrible way with out any one to stop them. Mr. Ross, stunned at all their questions, decided to try an experiment. At first he only planned on having this be one-day thing. The students caught on to his plan fast, even the slackers of the class were paying attention and answering questions. The next day the students were so encourage by what strength through action had done, they yerned for more. More of this idea they could just eat up. Everyone loved it, all the student felt they fit in with each other. Laurie, all excited about this new thing, eagerly told her parents at dinner that night. They werent fond of the idea. Laurie told them it was harmless. The next day at school students were skipping other classes to sit in Mr. Rosss class. They decided to give this a name and a salute with a motto. Mr. Ross was all geaked up about the new movement and student participation, that he eventually loves the leadership role he played, and soon found himself controlling. A Hitler in training. 1. Analyze one key character. How can I relate to this char ...

Free Essays on The Breakfast Club

social psychology "The lives of adolescents hold a fascination for all of us. We have an enduring faith that the future of our world rests with the young, and so we look to this period of life more than any other for an evaluation of current society and the probable social future" (Ianni 1). Adolescence is the time of transition between childhood and adulthood-biological development leads to psychological, social and economic changes, toward ever-increasing independence. Adolescence involves the development of a sense of identity; it is a time of questioning of relationships to parents and to peers, and of roles in society. Relationships with others dwell at the core of the adolescent experience. As teenagers move away from their parents, peer groups play an integral role. Adolescents "place a lot of importance on belonging, on being included, and on being part of a group; group affiliation not only supplies emotional security, but also is a source of status and reputation with motivational properties" The cliques and crowds formed by adolescents define them within in their own social world and to (or against) the adult world as well. The boundaries between these groups can be ambiguous and flexible or extremely rigid and unforgiving. The five students assembled for Saturday detention in "The Breakfast Club" represent five different groups, stereotyped both by their fellow students and the school administrator who is their warden for the day. In the movie "The Breakfast Club" five young adults are portrayed to a tee, representing a cross cultural view of the teens attending high school in suburban Chicago in 1985. The opening scene of this classic movie shows the five students arriving at school at approximately seven thirty in the morning, Saturday, to serve their punishment, the dreaded Saturday detention that many of us had to submit to. This grievous application of student torture was utilized by school... Free Essays on The Breakfast Club Free Essays on The Breakfast Club social psychology "The lives of adolescents hold a fascination for all of us. We have an enduring faith that the future of our world rests with the young, and so we look to this period of life more than any other for an evaluation of current society and the probable social future" (Ianni 1). Adolescence is the time of transition between childhood and adulthood-biological development leads to psychological, social and economic changes, toward ever-increasing independence. Adolescence involves the development of a sense of identity; it is a time of questioning of relationships to parents and to peers, and of roles in society. Relationships with others dwell at the core of the adolescent experience. As teenagers move away from their parents, peer groups play an integral role. Adolescents "place a lot of importance on belonging, on being included, and on being part of a group; group affiliation not only supplies emotional security, but also is a source of status and reputation with motivational properties" The cliques and crowds formed by adolescents define them within in their own social world and to (or against) the adult world as well. The boundaries between these groups can be ambiguous and flexible or extremely rigid and unforgiving. The five students assembled for Saturday detention in "The Breakfast Club" represent five different groups, stereotyped both by their fellow students and the school administrator who is their warden for the day. In the movie "The Breakfast Club" five young adults are portrayed to a tee, representing a cross cultural view of the teens attending high school in suburban Chicago in 1985. The opening scene of this classic movie shows the five students arriving at school at approximately seven thirty in the morning, Saturday, to serve their punishment, the dreaded Saturday detention that many of us had to submit to. This grievous application of student torture was utilized by school...

Mashreq Bank (Employee Empowerment) Research Paper

Mashreq Bank (Employee Empowerment) - Research Paper Example ..........................................10 2.1 Variables of Research......................................10 2.2 Hypothesis.......................................................11 2.3 Schematic Diagram †¦.....................................12 2.4 Methodology....................................................12 2.5 Sample †¦........................................................12 2.6 Data Collection................................................12 2.7 Data Analysis and Interpretation......................13 2.8 Generalizability................................................13 3.0 Findings........................................................................15 3.1 Results..............................................................15 3.2 Major Inferences...............................................17 3.3 Recommendations.............................................20 Conclusion †¦.....................................................................20 Referen ces †¦......................................................................21 Appendix.............................................................................22 Executive Summary This paper examines the problems with employee empowerment in Mashreq Bank, an Emirati bank. The paper undertakes a thorough literature review and conducts a survey to identify the actual cause of the the problem with employee empowerment. ... search recommends that the board of directors should be encouraged to take a critical look at this issue and support in making reforms by restructuring the bank and encouraging participation of subordinates. 1.0 Introduction This research deliverable is about employment issues in Mashreq Bank. It is structured in three main components. The first part provides an insight into the bank and its problem and formulates the research questions. The second part focuses on the research design and methodology to initiate an inquiry into the problem The third part provides the findings of the research and the study. It gives a detailed account of the the study and the conclusions that were arrived through the study. 1.1 Background of Mashreq Bank Mashreq Bank was opened in the United Arab Emirates in 1967 (Mashreq Bank Overview, 2012). It has served millions of customers since its inception over 40 years ago. The bank continues to operate with its headquarters in Dubai, the growing commercial c enter and geostrategic location of the Persian-Gulf region. Mashreq Bank has branches in Egypt, Qatar, Kuwait, Bahrain and the Indian-Subcontinent. It has ambitions of expanding further and providing Islamic-oriented banking services in the Middle East and around the world. Mashreq Bank's core competency lies in the fact that it provides its customers with modern products and innovative services. This is evidenced by the fact that it maintains high technological facilities and well trained staff members who continue to provide world-class services to customers of the bank. In 2011, Mashreq Bank made a net profit of 803 million Arab Emirate Dirham. This was from a working capital of 4.4 billion Arab Emirate Dirham and a total asset base of over 84 billion Arab Emirate Dirham [the average

Enterprise progec Essay Example | Topics and Well Written Essays - 500 words

Enterprise progec - Essay Example It also needs rigorous digital marketing campaign as well. We are a team of professional marketers skilled in online marketing (social media management, web development / enhancement and search engine optimisation). We will manage the task of online marketing of Consult2C by attracting attention of maximum potential customers through digital channels of communication. The structure of website will be altered and made more attractive whereas images, titles and tags will be researched and added to the website to optimise visit of potential clients via net traffic which will be tracked through rate of click to conversion. More focused marketing message will be delivered through the website as currently targeted organisations / clients are not mentioned on the web and even there is no vision or mission statement available. The algorithm of website will be redefined in order to rank it top in search engine results. Moreover the website will be advertised on the search engines and pay per click websites. Specific geographic markets are also easily targeted by search engine advertisement so non-targeted clients may be avoided. Few unique articles about the need of training for repute management, communication in organisation and employees development will be published in online article directories like Wikipedia, ehow.com, etc which will help to exalt online existence of services provided by the company. This is the most crucial part of the plan that is to be executed right after web optimisation and article publishing so that there is some foundation of online presence of the company. The pages will be designed and managed on Facebook, Twitter and Linkedin and certain organisations and individuals will be linked and communicated two-way to offer tailored services. Those pages will be updated on daily basis with service offering and press releases and more number of targeted clients will be addressed. This will also help to develop a