Nuts Production Mix Problem Research Paper Example | Topics and Well Written Essays - 500 words

Nuts Production Mix Problem - Research Paper Example Assuming that the company can bought 1,000 pounds more of almonds from a supplier who overbought for $1,000, the additional profit contribution is $4,958 which is much more than the additional cost of almond. The new production mixes are presented on the table in the next page. If the ultimate objective is attain the highest contribution profit, then the company is better off not satisfying the existing orders. The company is better off with the production mix presented below. This production mix shows a contribution profit of $62,250 which is $875 higher than if the company satisfies the existing orders. This is so because the Holiday mix uses a lot of almond which is a scarce resource for the production mix. Of course, the quest for profit shouldn't be the end all, be all for the organization. The company also has to be socially responsible while doing business, and simply ignoring orders for higher gains is not in alignment with corporate social responsibility (Albareda 2008, p. 430).

Soundtrack for a Revolution Essay Example for Free

Soundtrack for a Revolution Essay A look at American history shows a legacy of many prominent forms of civil disobedience, the one being reviewed in this paper being the Civil Rights Movement during the twentieth century. Individuals such as Martin Luther King Jr. and Rosa Parks were the figureheads that led to the attainment of the rights that African Americans were being stripped of. These astonishing and inspiring goals were met through their strenuous struggle, which included protests, rallies and other events surrounding the cause that finally led to African American citizens gaining their hard earned civil rights. Soundtrack for Revolution takes a look at the American civil rights movement, focusing on the role that music, spirituals and protest songs sang had on the pickets, sit-ins, and demonstrations of that turbulent era. Soundtrack of Revolution examines such pivotal moments such as the Montgomery bus boycott, the March on Washington, and the assassination of Dr. Martin Luther King. Through old footage and interviews, spirituals like Wade in the Water and We Shall Not Be Moved, and folk songs like Phil Ochs Heres to the State of Mississippi are each connected to specific aspects or moments of the movement. These songs had effects on change and continuity, culture and community, and finally on power and governance you can cage a singer but not song Harry Belafonte. Change and continuity is a classic debate that looks at how the world is shaped. This particular movie looks at the changes made in American society, specifically civil rights. The American people, especially African-Americans, faced many changes in the twentieth century. Challenges including gaining their civil rights, the Civil Rights Movement was where millions of African-Americans fought to get the rights they deserved, while at the same time retaining their common traditions. This movie examined pivotal moments such as the Montgomery Bus Boycott. The Montgomery Bus Boycott was a political and social protest campaign against the policy of racial segregation on the public transit system in Montgomery, Alabama. This campaign lasted from December 1, 1955, when Rosa Parks, an African American woman, was arrested for refusing to surrender her seat to a white person at the front of the bus, to December 20, 1956. This boycott led to a United States Supreme Court decision that declared the Alabama and Montgomery laws requiring segregated buses to be unconstitutional and unjust. This was a major win in the Civil rights movement and ultimately led the march on Washington. This victory along with their music brought them together we felt like it was going to be good trouble, it as necessary trouble. Congress man John Lewis, student movement leader said, it gave the African-American people a sense of hope and ignited the flame they needed. This quote is a clear representation of how they would do anything (non violent), even risking jail time, abuse and death to fight for their equality. Culture and Community are very closely related in the sense that people from the same culture or people that share common values will come together in united communities within areas as well as in large scale countries. This theme is evident in the movie Soundtrack for Revolution. The African-Americans were treated inhumanely and therefore they shared a common prejudice. This brought them together and ultimately led to them pushing for civil rights in the United States. There loyalty to the cause and their community is best seen during the various sit-ins they went through around Montgomery, Alabama. Sit-ins were a crucial part of the nonviolent strategy of civil disobedience and mass protests that eventually led to passage of the Civil Rights Act of 1964 which ended legally-sanctioned racial segregation in the United States as well as the passage of the Voting Rights Act of 1965 that struck down many racially-motivated barriers used to deny voting rights to non-whites. The sit-ins were done at strategic areas, they were usually done at higher end cafes, diners, and restaurants where they would cause a greater statement. The African-American people that participated in these sit-ins were harassed constantly and were treated disgustingly, constantly being spit on or attacked. The protestors would sing together and had an immensely powerful spirit that could not be broken through violence you can break my bones but you cannot break my spirit,(Lynda Lowery, Selma protestor). This quote directly links to how powerful their spirit was and it shows that they werent afraid to do what they had to, to win their freedom. The theme of Power and Governance is a major reoccurring theme in this documentary. Throughout the movie we see the struggle of power between the blacks and the whites, however their battles were for very different things. The whites fought to maintain their power. They were governed by themselves but also had the assistance of the Montgomery law enforcement as well as the State of Alabama, which was governed by George Wallace. The blacks on the other hand, had only themselves. They relied on their music and their charismatic leader Martin Luther King Jr to get them through these hard times. Martin Luther King Jr was an American clergyman, activist, and leader in the African-American Civil Rights Movement. Martin Luther King was best known for his role in the advancement of Civil Rights Movement using non-violent civil disobedience. He was a very brave man and ultimately payed the highest price for what he believed in. He was stabbed multiple times and was eventually assassinated. Martin Luther King Jr didnt fear death, he would do anything he could in his power to make the lives of millions better. The only way we can really achieve freedom; is to somehow conquer the fear of death, for if a man has not discovered something that he would die for, he isnt fit to live it, (Martin Luther King). This sense of loyalty to the cause inspired millions of African-Americans to do the same and together united by song they beat segregation, and were finally recognized as equals. In conclusion there have been many struggles in the world that have been overcome. The Civil Rights Movement was one of these amazing feats of man. In North America, for the most part, blacks, whites, Jews, and Arabs all live in harmony, we share schools, classrooms, playgrounds as well as morals. The movie Soundtrack for Revolution shows the story of the Civil Rights Movement and how songs, spirituals and protest songs held a group of courageous people together during their pickets, sit-ins, and non-violent demonstrations during a turbulent era. This was accomplished with the aid of Martin Luther King JR and on August 28, 1963 â€Å"The Great March on Washington took place, this was one of the largest political rallies for human rights in United States history and it called for civil and economic rights for African Americans. The themes of change and continuity, culture and community, and finally on power and governance are very evident in the movie as well as how song relates to them you can cage a singer but not song Harry Belafonte.

dracula summary Essay -- essays research papers

Chapters 13-15 Summary John Seward's diary continues the story, describing how Lucy Westenra and her mother are buried together. Before the funeral, Van Helsing covers the coffin and body with garlic and places a crucifix in Lucy's mouth. He tells a confused Seward that, after the funeral, they must cut off the corpse's head and stuff her mouth with garlic. The next day, however, Van Helsing learns that someone has stolen the crucifix from the body, and he tells Seward that they have to wait before doing anything. Arthur Holmwood (Lord Godalming since his father's death) is heartbroken and turns to Seward for consolation. Looking at Lucy's corpse, he cannot believe that she is really dead. Van Helsing asks Arthur for Lucy's personal papers, hoping that they will give some clue as to the cause of her death. Meanwhile, Mina Murray's diary describes how she and Jonathan Harker are together in London when he sees a tall, fierce man with a black mustache and beard. Jonathan is convinced that it is Count Dracula, grown young and come to England, but he becomes so upset that he slips into a sleep and remembers nothing when he wakes. Mina decides that she must read his Transylvanian diary, for the sake of his health. That night, a telegram informs Mina of Lucy's death. An excerpt from a local paper follows, describing how a number of children have been temporarily abducted in Hampstead Heath (the area where Lucy was buried) by a strange woman whom the children call "the Bloof...

Ancient Greek Theater Architecture Essay -- Architecture History

Ancient Greek Theater Architecture Many aspects of ancient Greek theaters have long been studied and debated. Much of the information about these theaters is based on speculation due to the fact that so little of them still exist today. This lack of remnants especially applies to the architecture of the early Greek Theaters. However, through archeological finds and years of studying the people, the plays, and the architecture of the time, we are able to make many conclusions about these early structures. Greek Theaters are classified into three categories: The early Athenian Theaters, Hellenistic Theaters, and Graeco-Roman Theaters. Like most new inventions or creations, the initial theaters built by the Athenians were very simple. In the fifth century B.C., it became popular to build theaters on the slope of a large hill, or an acropolis, the most famous, being in Athens. These early theaters could be divided into three parts. The theater consisted of the theatron (or auditorium), the orchestra, and the skene (or scene building) (Betancourt). The Greeks would eventually perfect a technique that would fit as many spectators into the theatron as possible. At first the spectators sat on the ground until wooden bleachers were installed. After it was discovered that the wooden bleachers were prone to collapsing, permanent stone seating was built. The architects created concentric tiers of seats that followed the circular shape of the orchestra and hugged the rising ground of a hillside, following the natural contours of the land. Usually, theatrons were symmetrical; however, there do remain examples of irregularly shaped theatrons. A horizontal passage called the diazoma separated the theatron into halves, thu... ...heater of the fifth century B.C. has been lost forever due to changes made by the Romans. This leaves scholars of today with scant evidence of ancient Greek Theater architecture. Works Cited Allen, James T. The Greek Theater of the Fifth Century Before Christ. Berkeley, California: University of Californioa Press, 1924. Betancourt, Philip P. The Ancient Greek Theater. CD-ROM. New York: Pseudo News Films & CD-ROMS, 1996. Brockett, Oscar G. History of the Theatre. 8th ed. London: Secker & Warburg British Broadcasting Corporation, 1984. Harwood, Ronald. All the World’s A Stage. London: Secker & Warburg British Broadcasting Corporation, 1984. Nicoll, Allardyce. The Development of the Theater. 6th ed. London: George G. Harrap & Company Ltd, 1966 Corrigan, Robert W. Classical Tragedy Greek and Roman. New York: Applause, 1990.

Structural-Functionalism and Conflict Theory

Theories in sociology provide us with different perspectives with which to view our social world. A perspective is simply a way of looking at the world. A theory is a set of interrelated propositions or principles designed to answer a question or explain a particular phenomenon; it provides us with a perspective. Sociological theories help us to explain and predict the social world in which we live. Sociology includes three major theoretical perspectives: the structural-functionalist perspective, the conflict perspective, and the symbolic interactionist perspective. Each perspective offers a variety of explanations about the causes of and possible solutions for social problems (Rubington & Weinberg, 1995). Structural-Functionalist Perspective The structural-functionalist perspective is largely based on the works of Herbert Spencer, Emile Durkheim, Talcott Parsons, and Robert Merton. According to structural-functionalist, society is a system of interconnected parts that work together in harmony to maintain a state of balance and social equilibrium for the whole. For example, each of the social institutions contributes important functions for society: family provides a context for reproducing, nurturing, and socializing children; education offers a way to transmit society's skills, knowledge, and culture to its youth; politics provides a means of governing members of society; economics provides for the production, distribution, and consumption of goods and services; and religion provides moral guidance and an outlet for worship of a higher power. The structural-functionalist perspective emphasizes the interconnectedness of society by focusing on how each part influences and is influenced by other parts. For example, the increase in single-parent and dual-earner families has contributed to the number of children who are failing in school because parents have become less available to supervise their children's homework. Due to changes in technology, colleges are offering more technical programs, and many adults are returning to school to learn new skills that are required in the workplace. The increasing number of women in the workforce has contributed to the formation of policies against sexual harassment and job discrimination. Consideration In viewing society as a set of interrelated parts, structural-functionalists also note that proposed solutions to a social problem may cause additional social problems. For example, racial imbalance in public schools led to forced integration, which in turn generated violence and increased hostility between the races. The use of plea bargaining was adopted as a means of dealing with overcrowded court dockets but resulted in â€Å"the revolving door of justice. Urban renewal projects often displaced residents and broke up community cohesion. Structural-functionalist use the terms â€Å"functional† and â€Å"dysfunctional† to describe the effects of social elements on society. Elements of society are functional if they contribute to social stability and dysfunctional if they disrupt social stability. Some aspects of society may be both functional and dysfunctional for society. For example, crime is dysfunctional in that it is associated with physical violence, loss of property, and fear. But, according to Durkheim and other functionalists, crime is also functional for society because it leads to heightened awareness of shared moral bonds and increased social cohesion. Sociologists have identified two types of functions: manifest and latent (Merton, 1968). Manifest functions are consequences that are intended and commonly recognized. Latent functions are consequences that are unintended and often hidden. For example, the manifest function of education is to transmit knowledge and skills to society's youth. ut public elementary schools also serve as baby-sitters for employed parents, and college offer a place for young adults to meet potential mates. The baby-sitting and mate selection functions are not the intended or commonly recognized functions of education–hence, they are latent functions. Structural-Functionalist Theories of Social Problems Two dominant theories of social problems grew out of the structural-functionalist perspective: social pathology and s ocial disorganization. Social Pathology According to the social pathology model, social problems result from some â€Å"sickness† in society. Just as the human body becomes ill when our systems, organs, and cells do not function normally, society becomes â€Å"ill† when its parts (i. e. , elements of the structure and culture) no longer perform properly. For example, problems such as crime, violence, poverty, and juvenile delinquency are often attributed to the breakdown of the family institution, the decline of the religious institution, and inadequacies in our economic, educational, and political institutions. Social â€Å"illness† also results when members of a society are not adequately socialized to adopt its norms and values. Persons who do not value honesty, for example, are prone to dishonesties of all sorts. Early theorists attributed the failure in socialization to â€Å"sick† people who could not be socialized. Later theorists recognized that failure in the socialization process stemmed from â€Å"sick† social conditions, not â€Å"sick† people. To prevent or solve social problems, members of society must receive proper socialization and moral education, which may be accomplished in the family, schools, churches, workplace, and/or through the media. Social Disorganization According to the social disorganization view of social problems, rapid social change disrupts the norms in a society. When norms become weak or are in conflict with each other, society is in a state of anomie or normlessness. Hence, people may steal, physically abuse their spouse or children, abuse drugs, rape or engage in other deviant behavior because the norms regarding their behaviors are weak or conflicting. According to this view, the solution to social problem lies in slowing the pace of social change and strengthening social norms. For example, although the use of alcohol by teenagers is considered a violation of a social norm in our society, this norm is weak. The media portray young people drinking alcohol, teenagers teach each other to drink alcohol and buy fake identification cards (IDs) to purchase alcohol, and parents model drinking behavior by having a few drinks after work or at a social event. Solutions to teenage drinking may involve strengthening norms against it through public education, restricting media depictions of youth and alcohol, imposing stronger sanctions against the use of fake IDs to purchase alcohol, and educating parents to model moderate and responsible drinking behavior. Conflict Perspective Whereas the structural-functionalist perspective views society as comprising different parts working together, the conflict perspective views society as comprising different groups and interests competing for power and resources. The conflict perspective explains various aspects of our social world by looking at which groups have power and benefit from a particular social arrangement. The origins of the conflict perspective can be traced to the classic works of Karl Marx. Marx suggested that all societies go through stages of economic development. As societies evolve from agricultural to industrial, concern over meeting survival needs is replaced by concern over making profit, the hallmark of a capitalist system. Industrialization leads to the development of two classes of people: the bourgeoisie, or the owners of the means of production (e. g. , factories, farms, businesses), and the proletariat, or the worker who earn wages. The division of society into two broad classes of people–the â€Å"haves† and the â€Å"have-nots†Ã¢â‚¬â€œis beneficial to the owners of the means of production. The workers, who may earn only subsistence wages, are denied access to the many resources available to the wealthy owners. According to Marx, the bourgeoisie use their power to control the institutions of society to their advantage. For example, Marx suggested that religion serves as an â€Å"opiate of the masses† in that it soothes the distress and suffering associated with the working-class lifestyle and focuses workers' attention on spirituality, God, and the afterlife rather than on such worldly concerns as living conditions. In essence, religion diverts the workers so that they concentrate on being rewarded in heaven for living a moral life rather than on questioning exploitation. Conflict Theories of Social Problems There are two general types of conflict theories of social problems: Marxist and non-Marxist. Marxist theories focus on social conflict that results from economic inequalities; non-Marxist theories focus on social conflict that results form competing values and interests among social groups. [Note: Non-Marxist theories are also referred to as neo-Marxist theories–â€Å"non† and â€Å"neo† are interchangeable. ] Marxist Conflict Theories According to contemporary Marxist theorists, social problems result from class inequality inherent in a capitalistic system. A system of â€Å"haves† and â€Å"have-nots† may be beneficial to the â€Å"haves† but often translate into poverty for the â€Å"have-nots. Many social problems, including physical and mental illness, low educational achievement, and crime are linked to poverty. In addition to creating an impoverished class of people, capitalism also encourages â€Å"corporate violence. † Corporate violence may be defined as actual harm and/or risk of harm inflicted on consumers, worker s, and the general public as a result of decisions by corporate executives or manages. Corporate violence may also result from corporate negligence, the quest for profits at any cost, and willful violation of health, safety, and environmental laws (Hills, 1987). Our profit-motivated economy encourages individuals who are otherwise good, kind, and law-abiding to knowingly participate in the manufacturing and marketing of defective brakes on American jets, fuel tanks on automobiles, and contraceptive devices (intrauterine devices [IUDs]). The profit motive has also caused individuals to sell defective medical devices, toxic pesticides, and contaminated foods to developing countries. Blumberg (1989) suggests that â€Å"in an economic system based exclusively on motives of self-interests and profit, such behavior is inevitable† (p. 06). Marxist conflict theories also focus on the problem of alienation, or powerlessness and meaninglessness in people's lives. In industrialized societies, workers often have little power or control over their jobs, which fosters a sense of powerlessness in their lives. The specialized nature of work requires workers to perform limited and repetitive tasks; as a result, the workers may come to feels that their lives are meaningless. Alienation is bred not only in the workplace, but also in the classroom. Students have little power over their education and often find the curriculum is not meaningful to their lives. Like poverty, alienation is linked to other social problems, such as low educational achievement, violence, and suicide. Marxist explanations of social problems imply that the solution lies in eliminating inequality among classes of people by creating a classless society. The nature of work must also change to avoid alienation. Finally, stronger controls must be applied to corporations to ensure that corporate decisions and practices are based on safety rather than profit considerations. Non-Marxist Conflict Theories Non-Marxist conflict theorists such as Ralf Dahrendorf are concerned with conflict that arise when groups have opposing values and interests. For example, antiabortion activists value the life of unborn embryos and fetuses; prochoice activists value the right of women to control their own body and reproductive decisions. These different value positions reflect different subjective interpretations of what constitutes a social problem. For antiabortionists, the availability of abortion is the social problem; for prochoice advocates, restrictions on abortion are the social problem. Sometimes the social problem is not the conflict itself, but rather the way that conflict is expressed. Even most prolife advocates agree that shooting doctors who perform abortions and blowing up abortion clinics constitute unnecessary violence and lack of respect for life. Value conflicts may occur between diverse categories of people, including nonwhites versus whites, heterosexuals versus homosexuals, young versus old, Democrats versus Republicans, and environmentalists versus industrialists. Solutions to the problems that are generated by competing values may involve ensuring that conflicting groups understand each other's views, resolving differences through negotiation or mediation, or agreeing to disagree. Ideally, solutions should be win-win; both conflicting groups are satisfied with the solution. However, outcomes of value conflicts are often influenced by power; the group with the most power may use its position to influence the outcome of value conflicts. For example, when Congress could not get all states to voluntarily increase the legal drinking age to 21, it threatened to withdraw federal highway funds from those that would not comply. Symbolic Interactionist Perspective Both the structural-functionalist and the conflict perspectives are concerned with how broad aspects of society, such as institutions and large groups, influence the social world. This level of sociological analysis is called macro sociology: It looks at the â€Å"big picture† of society and suggests how social problems are affected at the institutional level. Micro sociology, another level of sociological analysis, is concerned with the social psychological dynamics of individuals interacting in small groups. Symbolic interactionism reflects the micro sociological perspective and was largely influenced by the work of early sociologists and philosophers such as Max Weber, Georg Simmel, Charles Horton Cooley, George Herbert Mead, William Isaac Thomas, Erving Goffman, and Howard Becker. Symbolic interactionism emphasizes that human behavior is influenced by definitions and meanings that are created and maintained through symbolic interactions with others. Sociologist William Isaac Thomas ([1931] 1966) emphasized the importance of definitions and meanings in social behavior and its consequences. He suggested that humans respond to their definition of a situation rather than to the objective situation itself. Hence, Thomas noted that situations we define as real become real in their consequences. Symbolic interactionism also suggests that our identity or sense or self is shaped by social interaction. we develop our self-concept by observing how others interact with us and label us. By observing how others view us, we see a reflection of ourselves that Cooley calls the â€Å"looking glass self. Lastly, the symbolic interaction perspective has important implications for how social scientist conduct research. The German sociologist Max Weber (1864-1920) argued that in order to understand the individual and group behavior, social scientists must see the world from the eyes of that individual or group. Weber called this approach Verstehen, which in German means â€Å"empathy. † Verstehen implies that in conducting research, social scientists must try to understand others' view of reality and the subjective aspects of their experiences, including their symbols, values, attitudes, and beliefs. Symbolic Interactionist Theories of Social Problems A basic premise of symbolic interactionist theories of social problems is that a condition must be defined or recognized as a social problem in order for it to be a social problem. Based on this premise, Herbert Blumer (1971) suggested that social problems develop in stages. First, social problems pass through the stage of â€Å"societal recognition†Ã¢â‚¬â€œthe process by which a social problem, for example, drunk driving, is â€Å"born. † Second, â€Å"social legitimation† takes place when the social problem achieves recognition by the larger community, including the media, schools, and churches. As the visibility of traffic fatalities associated with alcohol increased, so the the legitimation of drunk driving as a social problem. The next stage in the development of a social problem involves â€Å"mobilization for action,† which occurs when individuals and groups, such as Mothers Against Drunk Driving, become concerned about how to respond to the social condition. This mobilization leads to the â€Å"development and implementation of an official plan† for dealing with the problem, involving, for example, highway checkpoints, lower legal blood-alcohol levels, and tougher drunk driving regulations. Blumer's stage development view of social problems is helpful in tracing the development of social problems. For example, although sexual harassment and date rape have occurred throughout this century, these issues did not begin to receive recognition as social problems until the 1970s. Social legitimation of these problems was achieved when high schools, colleges, churches, employers, and the media recognized their existence. Organized social groups mobilized to develop and implement plans to deal with these problems. For example, groups successfully lobbied for the enactment of laws against sexual harassment and the enforcement of sanctions against violators of these laws. Groups mobilized to provide educational seminars on date rate for high school and college students and to offer support services to victims of date rape. Some disagree with the symbolic interactionist view that social problems exist only if they are recognized. According to this view, individuals who were victims of date rape in the 1960s may be considered victims of a problem, even though date rape was not recognized at that time as a social problem. Labeling theory, a major symbolic interactionist theory of social problems, suggests that a social condition or group is viewed as problematic if it is labeled as such. According to labeling theory, resolving social problems sometimes involves changing the meanings and definitions that are attributed to people and situations. For example, as long as teenagers define drinking alcohol as â€Å"cool† and â€Å"fun,† they will continue to abuse alcohol.

A Literary Review on Molieres The Imaginary Invalid Essays

A Literary Review on Molieres The Imaginary Invalid Essays A Literary Review on Molieres The Imaginary Invalid Paper A Literary Review on Molieres The Imaginary Invalid Paper Moliere’s â€Å"The Imaginary Invalid† is a play about a hypochondriac who is so obsessed with his health and money that he ends up neglecting his family’s needs to better his own. Moliere sets up the exposition of the play in Act I by the apothecary bills Argon is reading aloud. After Toinette, the maid, then enters the scene she sarcastically makes a comment about all of the bills lying on the table. Toinette lets the audience know that Argon is a hypochondriac by rebutting everything he says about his doctors and illnesses with sarcastic comments. For instance, when Argon says, â€Å"You leave my insides alone.† She comes back with, â€Å"I wish you would. You’d be a different man.† She also lets the audience know by saying, â€Å"Why, if it wasn’t for him you wouldn’t even know you were ill,† speaking of the apothecary. The main conflict of the play is Argon’s unwillingness to accept that he is not ill and he is, in fact, a very healthy man. This â€Å"illness† leads to the selfishness that he shows his family, especially his daughter Angelica. Later in Act I his â€Å"illnesses† prove to have relevance to the conflict when she speaks of Cleante, the man she loves. Cleante is not a doctor; therefore, Argon will not give his blessings for Angelica to marry him. The conflict of the play was that Argon would not give his blessings for the marriage of his daughter, Angelica, and the man she loves, Cleante. The main characters involved in the conflict besides Angelica and Cleante is Argon, the problem, Toinette and Argon’s brother, Beralde, which resolve the conflict in the end. Argon is involved, as stated earlier, because he will not give his blessings on the marriage. Toinette and Beralde were involved in the resolution to the conflict because they cared about Angelica and her happiness. I believe that Beralde was more involved in the resolution because he felt that his brother was going far with his hypochondria, but still cared for Angelica’s happiness. Argon seemed to over-step the line when he tried to ruin the lives of his daughter just for his mental well being. The steps taken to see that Angelica does not have to marry a man that she simply does not want to marry lead up to the climax of the play. Argon finally realizes who cares about him and who doesn’t when he overhears his wife, Beline, speaking of his death and then Angelica. The climax was in Act III when The denoument of the play was uncertain. The dominant theme of this play is mind versus body. The play is about a wealthy, but self-centered, man who believes that he is constantly ill. However, there is obvious doubt to whether he is really ill or is he is simply imagining his illnesses. Therefore, the primary theme is Argon’s internal struggle of the body versus mind. This theme is developed throughout the play into smaller themes such as greed versus love and death versus life. It was obvious to me that in the play, Argon was only imagining his illnesses and that he was in dire need of attention. Argon had two groups of people giving him this attention, though both very different. One group (the doctors, Beline, and Bonnefoy, the lawyer) wanted his money. The other group (Angelica, Toinette, Beralde, and Clente) only wanted his love. Together these two groups compete for the wealth and love that they need from Argon.

The other side of the ledger essays

The other side of the ledger essays The other side of the ledger is an Indian view of the Hudsons Bay company. The Hudsons Bay companys 300th anniversary celebration where Queen Elizabeth II among the other guests was present, was no occasion for joy among the people whose lives were tied to the trading stores. During the past 300 years, the history has been written by white men. They have only focused on the generosity of the traders and the benefits brought to the Indians. However, there is a sharp contrasting view from what Indians have to say about their lot in the companys operations. At the time of the history, Hudsons Bay company was expended over 1 million square miles of land which is now known as Canada. The Ruperts Land at that time was occupied by the Indians. They (Indians) believed that the land belonged to all men and hence, the land owned by the individual was unknown. However, they failed to recognize that the white men had felt superiority to impose power over their identities. Hence, they just drifted bit by bit into white mens monopoly and never got out of it. Overall, I think, the film has covered up all the basic arguments of the Indians and has helped to understand the period and the people of that time. It has covered all the basic problems of Indians having with the Hudsons Bay Company. In the following, I have highlighted the main points covered in the film which illustrate the basic problems As it is shown in the film, I too think that the introduction of the new weapons (i.e.: guns) was the beginning of the Indians revolution. All the other hunting methods were band. The distribution of weapons in Ruperts land was done by the H.B.C.. Since, company had established treading posts throughout the land and each post was run by the manager, raising up the cost for the weapons was in the hands of t ...

Why Nursing is a Popular Option for Career Changers

Why Nursing is a Popular Option for Career Changers Choosing a career is a momentous decision - one which holds the potential to lead to a lifetime of satisfaction †¦ .or misery. Not everyone gets it right the first time. Most recently, a trend is arising in which an increasing number of people in their 30s, 40s and 50s are pursuing second careers in nursing. Let’s take a closer look at this phenomenon. Supply and DemandThe nationwide demand for RNs is set to undergo a 21 percent increase by 2025, according to a December 2014 report from the U.S. Department of Health and Human Services’ National Center for Health Workforce Analysis. These numbers fail to factor in emerging care delivery models which will see nurses in new preventative care and care coordination roles thereby further increasing demand. The demand for LPNs is also projected to increase at a rate of 36 percent.While the country is recovering from the recession and in the process of bouncing back, many people remain scarred by layoffs, cutbacks, and ot her threats to job security. The anticipated demand for nursing removes this fear from the equation, and instead promises a secure future.And while registered nurses may not bring home the same high paychecks as doctors, they do make a comfortable income: a median pay of $65,470 per year, according to the Bureau of Labor Statistics.The Fast Track to a New CareerWhile switching to a new career can take years in some professions, many nursing programs off a â€Å"fast track† which can be completed in as little as 12 months for college graduates. While most people don’t have the time or financial resources to invest in a long, drawn-out period of training, nursing offers a great career with minimal investment.The Chance to Make a DifferenceMany people enter first careers motivated by money and prestige. However, as people age, their priorities change. This is particularly true for those who may have experienced their own personal health issues, or witnessed a loved one go ing through a health catastrophe.In many cases, nurses are the primary point of contact for patients and families, and can make or break the quality of care. Because of their tremendous impact, many new, aspiring nurses are inspired to become nurses themselves.And while nurses may not have the prestige of their fellow doctors, they have something perhaps even more important: the trust of their patients. According to a recent Gallup poll, nurses received the highest ratings for honesty and ethical standards, surpassing medical doctors, police officers, and even members of the clergy.While changing careers can be an immobilizing decision - how do you know if you’re making the right choice? - it can also be an invaluable â€Å"second act,† for many American workers. At any age or stage of your career, following your calling into nursing can have innumerable benefits†¦both for you and the patients you serve.

CORPORATE FINANCE MINICASE 4 Scholarship Essay Example | Topics and Well Written Essays - 2000 words

CORPORATE FINANCE MINICASE 4 - Scholarship Essay Example 0 1 2 3 | | | | -1 2 FV = $1(1 + i)3 = $2. $1(1 + i)3 = $2. (1 + i)3 = $2/$1 = 2. 1 + i = (2)1/3 1 + i = 1.2599 i = 25.99%. e. What is the difference between an ordinary annuity and an annuity due What type of annuity is shown below How would you change it to the other type of annuity (Ehrhardt & Brigham, 2006) 0 1 2 3 | | | | 100 100 100 An ordinary annuity has payments at the end of the period, while an annuity due date has payments in the beginning of the period. The annuity shown above is an ordinary annuity. To change it, just shift each payment to the left. This way there would be a 100 under 0 but none under 3. 0 1 2 3 | | | | 100 100 100 f. (1) What is the future value of a 3-year ordinary annuity of $100 if the appropriate interest rate is 10% (Ehrhardt & Brigham, 2006)0 1 2 3 | | | | 100 100 100 110 121 $331 FVAn = $100(1) + $100(1.10) + $100(1.10)2 =... k. Suppose on January 1 you deposit $100 in an account that pays a nominal, or quoted, interest rate of 11.33463%, with interest added (compounded) daily. How much will you have in your account on October 1, or after 9 months (Ehrhardt & Brigham, 2006) It is an annuity in the sense that there are constant payments at regular intervals, but the intervals do not correspond with their compounding periods. In situation like these, we calculate the EAR and then treat it as an annuity. (4) An important rule is that you should never show a nominal rate on a time line or use it in calculations unless what condition holds (Hint: Think of annual compounding, when INOM= EFF%= IPER.) What would be wrong with your answer to Questions l-(1) and l-(2) if you used the nominal rate (10%) rather than the periodic rate (INOM/2= 10%/2 = 5%) (Ehrhardt & Brigham, 2006) m. Suppose someone offered to sell you a note calling for the payment of $1,000 fifteen months from today. They offer to sell it to you for $850. You have $850 in a bank time deposit that pays a 6.76649% nominal rate with daily compounding, which is a 7% effective annual interest rate, and you plan to leave the money in the bank unless you buy the note.

BUSINESS STRATEGY Company case report (written document) Essay

BUSINESS STRATEGY Company case report (written document) - Essay Example It was also the first company to offer the well-known curry chicken in a canned form that was convenient. Currently, the company produces a range of Asian and non-Asian beverages. The Asia drinks come in a range of soy drinks, juice drinks and ready-to-drink teas. Specific brands include soya milk, black soy drinks, Laichi, sugar cane beverage, lemon tea, Winter melon, Chrysanthemum tea, Herbal tea and Green tea. In addition to beverages, the company also produces a vast range of culinary sauces. This include canned curry, condiments, culinary paste, spreads, instant noodles and vermicelli, and canned and jar food. These sauces do not contain preservatives. Yeo’s Malaysia delightful selection of refreshing Asian drinks is cherished in every occasion naturally. The company’s authentic taste is inspired by traditional drinks brewed in Asia and its range of thirst-quenching drinks is a delight to customers in many Asian and non-Asian households. The major markets for the c ompany are Malaysia, Singapore, China, IndoChina, Hong Kong, North Asia, South Asia/Asia Africa, Vietnam, US, Canada, Europe, Australia and New Zealand. Macro environment analysis of the industry using the PEST (Political, Economic, Social and Technology) model. The political environment in Malaysia provides a safe and stable environment for Yeo’s operate in. There are regulations, tariffs and requirements international businesses must conform to operate in Malaysia. Even though the government is liberalizing its tariff regime progressively, products that are in competition with products that are manufactured locally are still highly protected and the company benefits greatly from this. Malaysia is a high export oriented economy and this provides an ideal economic environment for Yeo’s Malaysia to operate in because the company relies both on local and export markets. The country’s economy is well performing and its business regulations, tariffs and requirements are more favorable for local manufacturers. The government also identified food and agribusinesses as the nation’s key opportunities and this has motivated large companies like Yeo’s to develop strong brands and distribution networks. These have led to the accumulation of large economic resources for the company. There are also bilateral trade agreements with between Malaysia and some of its major markets like Australia and this makes business more favorable to the company. The Asian community and the larger Yeo’s market are highly conscious about health and strongly emphasize on safety. In Malaysia specifically, foods and beverages undergo the strict inspection to ensure they comply with the stringiest standards. The company uses no preservatives in its culinary brands and the most minimal in its beverages. Soy products are identified as healthy food. This has favored the operation of the company in Malaysia and ensured company’s products are on the hig hest demand. Yeo’s Malaysia has made and maintained a courageous commitment to technology. The company has undertaken a notable computer development and training as one its major human resource agenda. Analysis of the beverage industry using Porter’s five forces model Porter (1998) identifies five forces that influence an industry. These are supplier power, threat of new entrants, threat of substitutes, rivalry and buyer power. One of the things that present a threat

Uniting heavens and earth Research Paper Example | Topics and Well Written Essays - 1000 words

Uniting heavens and earth - Research Paper Example With the increase of scientific knowledge as it accumulates over time, there is more understanding of the natural world. Matters arising from politics, religion, ethics and esthetical judgments are in a general way away from science. Scientific knowledge is uncertain, that which is scientifically known only has some level of confidence backing it: a certain degree of probability. A lot of scientific ideas have gone through tests and have shown their reliability. These have been the closest to facts as any idea could be yet some are just hunches that are pending testing that will finally prove their probability. Yet there also exists the in betweens at every level. Science has the ability of being done poorly and being misused. There exist all forms of quackery, wrong advertisements, and forms of pseudoscience that have unconfirmed information being used as facts to prove or disapprove a huge range of mysterious phenomenon. The process of science is social as it is done by people work ing together in collaboration. The procedure, outcomes and analysis must be shared among the scientific community, and the public in conferences and other review platforms. In such forums, fraud, errors and oversights get exposed and true findings can be affirmed and confirmed. Due to the fact that it is being done by people, it also has its biases that can be addressed by the fact that it is open (Indiana.edu 2014). Isaac Newton’s work changed how humanity understands the universe in a manner simplified in three laws.

Linguistics and Reading Research Paper Example | Topics and Well Written Essays - 1250 words

Linguistics and Reading - Research Paper Example Hence, discourse analysis is a useful way of understanding the relationship between power and discourse. A common setting where these forces apply includes the classroom particularly during classroom discussions. A classroom is a learning place which heavily relies on communication in a socio-cultural, educational setting and thus discourse. Additionally, the classroom involves major teacher-student power relationships that underlie the learning process as both entities engage in meaningful discussions. In addition there are some other factors, such as class size, communication channels, technology, et cetera, that also affect discourse within the bounds of the classroom. According to a research conducted by Shepherd (2010), the role of discourse in balancing the power relationships inside the classroom in terms of teacher control over lessons and classroom dominance has changed over the years. However classroom discussions still remain a prevalent way to communicate and learn within the class. As such, discourse analysis provides a useful way of understanding classroom teacher-student interactions, most importantly classroom discussions, as they occur in the classroom setting. The classroom is a crucial space for learning however the setting is heavily impacted by the way communication occurs and is understood. Class discussions are a common way to think and learn by communicating collaboratively in a socio-cultural environment. The presence of two main individuals – the teacher and the student – in a learning context (class discussion) together with the role played by communication and discourse consolidates the importance of discourse analysis when studying classroom interactions, particularly during a class discussion. The two concepts of discourse analysis and class discussions are heavily related to each other; discourse analysis provides a methodology to understand the role of language and

Legal and Ethical Issues Research Paper Example | Topics and Well Written Essays - 500 words

Legal and Ethical Issues - Research Paper Example The rules permit covered entities such as hospitals, clinics and health care providers in general to release de-identified data without obtaining an authorization. There are no further restrictions upon use or disclosure because de-identified data is not personal health information and, therefore, not subject to the HIPAA rules. Therefore during a research study, a researcher can obtain the data required under this provision. The right to anonymity and confidentiality is an important part of the rule. This rule can be applied during the study through involving the subject directly.  Here, the researcher can apply the confidentiality clause during the study by letting the test subject decide on what to avail to the public. The rules contain criteria for the alteration of the authorization requirement by an IRB or another review body called a Privacy Board. This works well for a study in which one does not wish to follow all the tiresome steps. The use of war victims in the recent past as test subjects without their consent or that of their families has led to a public outcry. Consequently, the rule on right to fair treatment and protection from harm was created. In the medical study one considers that the subjects are human and therefore avoids causing harm to them. Macklin (2004) notes that there are a number of marginalized populations where the rules of ethical treatment and legal actions are not followed. Such include case studies of Ebola in Central Africa and other areas close by. The application of the HIPAA rules can be achieved through incorporation of the basic rules in the recent studies by creating a compiled set of ground rules to follow in the study

Linguistics and Reading Research Paper Example | Topics and Well Written Essays - 1250 words

Linguistics and Reading - Research Paper Example Hence, discourse analysis is a useful way of understanding the relationship between power and discourse. A common setting where these forces apply includes the classroom particularly during classroom discussions. A classroom is a learning place which heavily relies on communication in a socio-cultural, educational setting and thus discourse. Additionally, the classroom involves major teacher-student power relationships that underlie the learning process as both entities engage in meaningful discussions. In addition there are some other factors, such as class size, communication channels, technology, et cetera, that also affect discourse within the bounds of the classroom. According to a research conducted by Shepherd (2010), the role of discourse in balancing the power relationships inside the classroom in terms of teacher control over lessons and classroom dominance has changed over the years. However classroom discussions still remain a prevalent way to communicate and learn within the class. As such, discourse analysis provides a useful way of understanding classroom teacher-student interactions, most importantly classroom discussions, as they occur in the classroom setting. The classroom is a crucial space for learning however the setting is heavily impacted by the way communication occurs and is understood. Class discussions are a common way to think and learn by communicating collaboratively in a socio-cultural environment. The presence of two main individuals – the teacher and the student – in a learning context (class discussion) together with the role played by communication and discourse consolidates the importance of discourse analysis when studying classroom interactions, particularly during a class discussion. The two concepts of discourse analysis and class discussions are heavily related to each other; discourse analysis provides a methodology to understand the role of language and

Phase 3 Discussion Board (LOG676) Coursework Example | Topics and Well Written Essays - 750 words

Phase 3 Discussion Board (LOG676) - Coursework Example The paper will compare the involvement of the United States in humanitarian supply chains and that of Kenya. In 2004, the earthquake and tsunami claimed close to 230000 lives while displacing 1.7 million other people. In the United States, the response was unprecedented and unequaled mobilizing over US$565 million, in both cash and kind. Kenya has been involved in hosting refugees drawn from the neighboring war-torn Somalia and Sudan as well as providing soldiers under AMISON. In any disaster response management as pointed out by practitioners, and researchers, the effectiveness of any emergency drill rely entirely on logistic speed and efficiency. While both countries face the same problems like the impact of political and decision makers in the humanitarian supply chain, other factors such as certainty as well as challenges in the supply of materials, are unique to either. With disaster management efforts measured in terms of uncertainty and complexity, the United States is better equipped with rapid response materials. The main humanitarian arms in the U. S government are the State Department’s Bureau of Population, Refugees and Migration, USAID, which work with the intergovernmental organizations like the UNHCR CARE and the Catholic Relief Services. While in Kenya, the Kenya Defense Forces, and the Red Cross standout. In my opinion, what makes the response of the United States more concerted is the almost seamless organization in the structure of disaster management as compared to Kenya. Companies involved in roles such as donors, collectors, and providers seem to be well synchronized. It explains why most interventions such as those in Afghanistan and the Iraqi were successful. Companies also offer technological support and staff who are tasked with ensuring efficiency. Thus, the technological advancements help the staff access remote and almost inaccessible areas (Lee, 2003). The United States, as opposed to Kenya, has also ensured that there

Certain community Essay Example for Free

Certain community Essay Nowadays people in the universe evolved in certain ways in which changes surrounded every single minute of life breathing. As we all live our life everyday, we are in the process of storing experiences which in fact such information about each single interaction that was made in the universe was stored in our mind to provide learning. Storing information had the wider and essential coordination with learning. The things that we encounter each day which are consider the information that will become as an experience later. It is really mysterious though, how the human mind works, and how does the storing of information goes, and indeed that explains how crucial and unfathomable the exploration in dealing learning process. Where did it start? Lets try to imagine how we are when were little kiddos, we really can’t recall the things that we used to do then, that gives us the significance of who we are when grown ups. We all came from our mother’s womb and as we have given the time to see the real world and explore it, different things had shape each personalities that made us of who we are right now. Each of us had cross the path in which our mind is crafted in every level of life changing structure where in to. The process that was made when we see the magnificent world of today and was able to discover what’s the purpose of life out in this real world and as personalities is being shape; this definitely involves information in which we stored, that will mold us in to personalities we are able to become later on. Dealing with changes is information storage, which gives us the opportunities for experiences that are meaningful. The information that we learned is being reproduced for the gaining of substantial knowledge and wisdom. How about Today? Today there were rapid growths of learners who seek for more information, in order to evaluate and acquire, then use the information in more effective manner. There must be literacy skills among personalities in the society. It means that a person should have the initiative to solve problem when arises, decisions are made easier, critical and cooperative learning to pass all life’s challenges. In which every person is being trained in dealing with the societies uncertainties. There are massive forms of information stored, but learners are the captain of their minds as they go along with it. Effectiveness of the stored information is based on how uniquely each individual performs in learning, and how they are able to deal in handling situations. So what will be tomorrow? As of the present time were technologies are being introduce. That offers greater help to the humankind in storing information in the small span of time, many had believed that it’s a great help in achieving greater knowledge in the world today. Technologies are the visualization of an improved and modernized society in which tasks are now made easier and performances are made faster. Developments are now engage by sustaining the society with technologies that can provide broader and wider source of knowledge in which skills are dignified and establish in the required time. And what’s the fuzz? Technologies though had a great help in developing one’s skills, but there must be of proper care. Everyone must rely not on that, alone, it may shortened the time frame of a given task but we must be reminded that technologies are created by the human mind, it is invented, but look at the inner source, it’s the mind of a human that was put into a material to produce certain information. Everyone of us had the mind to produce technologies, but lets always keep this in mind that technologies are just machines in which quality relies on the makers and producers, in either ways in due time it will not give its purpose anymore. I do believe personally that the greatest machine is the one who made it which is our mind. Regardless of what races where raised to, and in which class we belong, surely we are given the mind of its own, capable of doing magnificent things in which we hold further as we embrace the only constant thing in life and that is changes. It’s up to us if we share or not, that enough information that will make source of an introduce technology. In which way or another we hold it as long as we still live in this world. The Impact of New Technologies The impact of new technologies in information skills especially in business is often contemplated by the variety of reasons. One thing is that it is the fastest way of communication in sharing information from one respondent to another. It is believe that these technologies will improve capabilities in an organization. However, in business there is some sort of reconsideration for the fact that it may share information’s to other sectors, that would somehow exploit it, but shared information of new technologies will always been accompanied by remedial actions of the manufacturer itself, it just need to be properly care and all important tools for the information stored will not be exploit. We belong to the fast changing world and new technologies as it is widely spread nowadays will help us improve and achieve success but only if we take precautious methods in using it. It is also helpful in joining the globalization just for the fact that globalization is for improving and fast variety of development in a certain community. New technologies will always be part of globalization it is good to cope for that matter as for businesses concerns as long as we take note of possible circumstances in indulging globalization with new technologies, proper care and guidelines of newly introduced technologies will certainly rises us from our sets, only if handled with knowledge and wisdom in those aspect.

Community Development Challenges

Community Development Challenges 1. Introduction The concept of community development, an accepted and much lauded mechanism for interventionist and participative social development grew out of the many strange ironies of empire building. The British, after infiltrating and achieving political domination over the Indian sub continent and vast tracts of Africa, and thereafter ensuring the decimation of local trade, industry, handicrafts and self government initiatives, made its officers busy with action plans and initiatives to develop and empower communities in these nations at the local level. Nobody in the British establishment presumably thought of the need to find out from the benefiting (sic) community whether they wanted either the destruction and bondage, or the succeeding efforts to help in local development and empowerment. Notwithstanding the rather questionable beginnings of the community development effort, the concept has grown over the ages to become an established method for interventionist social development where external agencies, governmental or otherwise, initiate, encourage and help local community development efforts in numerous areas, including social and economic development, fostering a capacity for local co-operation and self-help, with the use of expertise and methods drawn from outside the local community. (Midgeley, 1995) Community development initiatives, while growing and adapting to the needs of local communities in the UK and the USA, and despite being adopted by voluntary organisations like Rotary International for world wide implementation, have also seen large scale failures in meeting its objectives, especially in the African countries. These failures, especially in areas where they were needed most, led to disillusionment, and a feeling that community development practices w ere ill founded, or based upon unworkable concepts, and should possibly be replaced with other modes of development. Nevertheless, community development efforts remain globally strong and attract many young and well-intentioned people, to work towards achievement of economic and social improvement of underprivileged or deprived communities. It becomes extremely important for community development initiators, practitioners, workers and volunteers, to understand the principles and values of community development, in order to understand its potential and limitations, the many constraints and challenges that crop up in the development process, and the likely chances of the success or failure of development initiatives. 2. Commentary Community development has been defined by an official publication of the UK government as â€Å" active participation, and if possible on the initiative of the community, but if this initiative is not forthcoming spontaneously, by the use of techniques for arousing and stimulating it in order to achieve its active and enthusiastic response to the movement. (Smith, 2006) This definition entails an inherent contradiction, namely that while community development works on the principles of local participation, initiative and self-help at the community level, it also calls for sponsorship by external, mostly governmental agencies, who see it as an avenue for implementing governmental policies at the local level. Development initiatives thus also involve a significant amount of social work, and sometimes, even activism, in regions characterised by illiteracy, backwardness, poverty, deprivation, inequality and oppression. Community development initiatives are characterised by the presence of two elements, one local, meaning the existing community, and the other, external, which is represented by governmental agencies, not for profit service organisations like the Rotary, and private foundations and corporations. British American Tobacco (BAT), for instance, sponsors significant community development programmes for tobacco growing communities in Asian and African countries, while Rotary International works on village extension and community development programmes in many nations, in which it has a presence. Non-governmental organisations, however, still need to operate with the help of the local government in many areas, thus making the involvement of the state in community development a fait accompli. The functioning of external agencies in community development involves a number of phases that commences with the localising of a community and ascertainment of its various deficiencies and needs. This initial assessment is followed by the agency entering the community, obtaining familiarity with the neighbourhood, ascertaining needs, objectives and roles, establishing contact with local people, influence makers and power centres, bringing people together, obtaining agreement on specific objectives, forming and building local organisations to improve local issues like health, education, economy and self empowerment, clarifying goals and priorities, catalysing action, helping in keeping the initiatives going, monitoring progress, and taking corrective action. At all stages external agencies need to work in a catalytic fashion, encouraging, helping, and assisting community work, while refraining. from taking on a controlling role. Empowerment, and the building and enhancement of local community capacity in various areas that help in development should be the main objectives, as opposed to achieving results through direct control of the development process. (Henderson and Thomas, 2001) Community development activity can be general or specialised. Generic work takes place in a geographically demarcated area, takes up all the issues that lead to social and economic disadvantage, and works out participative programmes to alleviate or eliminate them. The context can be either urban or rural. While rural development has gained ground in recent years and is attracting more funds, community development is an equally critical requirement in the slums and underbellies of the world’s metropolises, which continue to be haunted by gang overlords, prostitution, substance abuse, and domestic violence, as well as lack of educational facilities and poor housing. Specialised community work deals with specific groups within a region, namely issues like homelessness, unemployment, child prostitution, substance abuse or ethic issues, or with identified issues like transportation, housing, public health or sanitation. (Hickey and Mohan, 2004) A USDA publication states that commu nity development initiatives are best achieved through the creation of business initiatives, sustainable community development, community-based partnerships and building and initiating long-term strategic plans. (Key principles of community empowerment, 2002) This complex situation demands great understanding, perception and ability from community development workers. These committed men and women are expected to handle a myriad functions that include identifying community issues, needs and problems, developing new community based programmes and resources, and evaluating and mentoring existing programmes. They also need to be outgoing, possess excellent communication skills, and be able to empathise with members of the local community, qualities that help in obtaining cooperation and help from government bodies, community organisations, and various sponsors, as well as in raising public awareness on relevant issues. Community development practitioners are also expected to provide leadership, co-ordinate programmes, facilitate and promote community self help, encourage and increase local participation, and challenge inappropriate political and social structures. Administratively, their functions entail formulation, development and finalisa tion of strategies, recruitment, motivation and training paid and voluntary workers, networking extensively to build contacts and raise funds, liaising with interested voluntary groups to build new programmes and services, mediating and negotiating with opposing parties, planning, attending and co-ordinating meetings and events, overseeing, optimising and administering limited budgets, preparing reports, and carrying out other required administrative tasks. (Community development worker, 2007) 3. Conclusion Community development demands enormous integrity, stamina, maturity and compassion from practitioners, workers and volunteers. The inherent difficulties in working in alien locations in non-structured working environments and inherently dynamic and changing conditions pose significant challenges. In addition, the inherent contradictions of being human catalysts for social change in foreign environments, of being change agents, at once part and yet distinct from the community, instil feelings of inadequacy, and sometimes even rejection, in communities where intervention may not be welcomed by significantly substantial members of the community. Community development projects aim to unearth local problems, resource limitations, and unsatisfied needs, and work towards their objectives through local participation and empowerment. Yet community participation often fails, once the operating agency withdraws, and much of the gains of community development are lost in the following years. Most agencies working in community development, e.g. the World Bank, the Asian Development Bank, and Rotary International, as well as governmental and private agencies feel this to be a major problem. Situations like this, as well as apprehensions of development of such situations, result in implementing agencies having to stay on in particular communities or with specific projects, much after their need has diminished, and their services and skills required elsewhere. (Bhattacharya, 2004) This often happens because of confusion in community development objectives and the undertaking of roles, in excess of actual needs, by development agencies. This factor, when combined with the role assumed by development agencies in mobilising funds, often results in producing feelings of inadequacy and helplessness in the community. It strengthens attitudes that magnify community problems, link the success of programmes with the expertise, infrastructure, and fund mobilising ability of the agencies, and works towards disempowering the members of the community, instead of increasing their capacity to address their problems. This overstretching by development workers establishes and ingrains a sense of reliance of the community on the agency, which consequently tends to negate the essence of the development programme. Development practitioners need to understand the delicacy of their roles and the thin line that they must necessarily tread upon if the community is to become truly emp owered. A greater appreciation of the necessity for producing change agents in the local community, rather than donning the mantle themselves for perpetuity, and the need for engaging local people, so that they can help communities create a common dream of a fair and sustainable future, becomes extremely important for the long-term success of community development programmes. Community development practitioners play extremely important roles in today’s grossly inequitable society, and with their grass root developmental programmes, have been instrumental in improving lives across the globe. A better appreciation of the values and principles of community development will possibly help them in improving the results of their efforts. Bibliography Ben-Meir, J.,2006, March/April, Win the War of Ideas through Community Development. The Humanist, 66, 5+. Bhattacharyya, J., 2004, Theorizing Community Development. Journal of the Community Development Society, 34(2), 5+. Community development worker: job description and activities, 2007, Prospects.ac, Retrieved April 14 from www.prospects.ac.uk/links/CommWorker Denise, P. S. Harris, I. M. (Eds.), 1989, Experiential Education for Community Development. New York: Greenwood Press. Dube, S. C., 1958, Indias Changing Villages: Human Factors in Community Development. Ithaca, NY: Cornell University Press. Hamilton, E., 1992, Adult Education for Community Development. New York: Greenwood Press. Henderson, P. and Thomas, D. N., 2001, Skills in Neighbourhood Work 3e, London: Routledge Oliver, G., 2000, August, Gentrification Threatens Community Development Groups. Planning, 66, 29. Key principles of community empowerment, 2002, Rural empowerment programs, Retrieved April 14, 2007 from www.ezec.gov/Communit/rurempowprogguide.pdf Midgley, J., 1995, Social Development, The developmental perspective in social welfare, London: Sage. Popple, K., 1995, Analysing Community Work. Its theory and practice, Buckingham: Open University Press Smith, M, 2006, Community Development, Infed, Retrieved April 14, 2007 from www.infed.org/community/b-comdv.htm

gatdream F. Scott Fitzgerald’s The Great Gatsby - Seeking the Unattain

Great Gatsby - Seeking the Unattainable Dream What is the American Dream? America has evolved from an infant, struggling, nation to become a world power through its unprecedented economic growth. Driven by the tenets of independence, self reliance, and freedom, Americans have had the opportunity to pursue economic success. To many, this is the American Dream; to have freedom and the opportunity to pursue financial freedom. To others, such as Gatsby, Walter, and Jake, the American dream is happiness. They are driven by their dreams, seeking what they believe will make them happy. Gatsby and Jake seek happiness through love while Walter seeks happiness through money. The belief that bliss, utopia, and tranquility are within their grasps drives these characters. Yet the mere fact that their dreams are unattainable makes them flawed. Without dreams, Gatsby, Walter, and Jake lose their sense of purpose in life. Thus the pursuit of the American dream is a paradox. Achieving it is impossible, but without it, life will lose its purpose. Gatsby, Walter, and Jake are representations of the American dream because the love and happiness they seek are impossible to obtain. The birth of the desire for the happiness and love of the American dream in Gatsby occurred when he met a man named Dan Cody. After his disgust with college, Gatsby sought a new life. He found the promise of his fame and fortune in Dan Cody's yacht. "To young Gatz, resting on his oars and looking up at the railed deck, that yacht represented all the beauty and glamour in the world" (Fitzgerald 106). As soon as he borrowed the row boat that transported him to the yacht, Gatsby was no longer James Gatz, he had became Gatsby, inst... ... education and money do not necessarily lead to happiness. "But excited monetary pursuit, Fitzgerald shows, goes hand in hand with personal anxiety: under the strain of competition, social life has become a medium of unease" (Fitter 8). The students of Mission should follow Walter's example and realize that their dream is oversimplified and flawed. They need to mature and realize that there are many pitfalls and problems that are created by money, and that they can find happiness through other things besides money such as family, religion, and love. Gatsby, Walter, and Jake are a representation of the American dream because the love and happiness they seek is impossible to obtain. Despite the impossibility, human beings need a dream in order to have a purpose in life. Without dreams life will become aimless, drying up like a raisin in the sun. gatdream F. Scott Fitzgerald’s The Great Gatsby - Seeking the Unattain Great Gatsby - Seeking the Unattainable Dream What is the American Dream? America has evolved from an infant, struggling, nation to become a world power through its unprecedented economic growth. Driven by the tenets of independence, self reliance, and freedom, Americans have had the opportunity to pursue economic success. To many, this is the American Dream; to have freedom and the opportunity to pursue financial freedom. To others, such as Gatsby, Walter, and Jake, the American dream is happiness. They are driven by their dreams, seeking what they believe will make them happy. Gatsby and Jake seek happiness through love while Walter seeks happiness through money. The belief that bliss, utopia, and tranquility are within their grasps drives these characters. Yet the mere fact that their dreams are unattainable makes them flawed. Without dreams, Gatsby, Walter, and Jake lose their sense of purpose in life. Thus the pursuit of the American dream is a paradox. Achieving it is impossible, but without it, life will lose its purpose. Gatsby, Walter, and Jake are representations of the American dream because the love and happiness they seek are impossible to obtain. The birth of the desire for the happiness and love of the American dream in Gatsby occurred when he met a man named Dan Cody. After his disgust with college, Gatsby sought a new life. He found the promise of his fame and fortune in Dan Cody's yacht. "To young Gatz, resting on his oars and looking up at the railed deck, that yacht represented all the beauty and glamour in the world" (Fitzgerald 106). As soon as he borrowed the row boat that transported him to the yacht, Gatsby was no longer James Gatz, he had became Gatsby, inst... ... education and money do not necessarily lead to happiness. "But excited monetary pursuit, Fitzgerald shows, goes hand in hand with personal anxiety: under the strain of competition, social life has become a medium of unease" (Fitter 8). The students of Mission should follow Walter's example and realize that their dream is oversimplified and flawed. They need to mature and realize that there are many pitfalls and problems that are created by money, and that they can find happiness through other things besides money such as family, religion, and love. Gatsby, Walter, and Jake are a representation of the American dream because the love and happiness they seek is impossible to obtain. Despite the impossibility, human beings need a dream in order to have a purpose in life. Without dreams life will become aimless, drying up like a raisin in the sun.

Arthur Conan Doyle :: essays research papers

Sir Arthur Conan Doyle was more than just an author. He was a knight, a soldier, a spiritualist, a whaler, a doctor, a journalist, and most of all, he was adventurous. He was not the quiet type of person, so he enjoyed expressing himself. Arthur Conan Doyle was born on the 22nd of May 1859 in Picardy Place, Edinburgh. The second child of Charles Altamont and Mary Foley, he was thought t have been named after the legendary medieval king, Arthur, of the Round Table. Doyle was also named after his granduncle, Michael Edward Conan. He was a descendant of the Irish, and was of the Roman Catholic religion. Doyle had a grandfather, John Doyle. He was political cartoonist, who, financially supported the family.1 Doyle had a pretty rough home life because his father was an alcoholic. As he grew up, Doyle had to take more of the responsibilities around the house into his own hands, because his father was either too sick or drunk to fulfill his daily work at home. Doyle's mother, Mary Foley, wa s a homemaker who took care of her son Arthur and his brothers and sisters, and also worked and cleaned the house everyday.2 Doyle's early education started when he was about seven years old. His mother spent lots of time reading with him and tutoring him, because this is what she thought he needed to become a cultured gentleman. When Doyle was ten years old he left home and went to the Jesuit Preparatory school named Hodder House. This was a boarding school for young boys. Arthur hated this school. Doyle once stated that Hodder House "was a little more pleasant than being confined in a prison." While attending Hodder House, he studied chemistry, poetry, geometry, arithmetic, and grammar. After his experiences at Jesuit Preparatory school, he left and applied for Stonyhurst Academy. Doyle was accepted for enrollment into Stonyhurst and remained there for about five more years. While at Stonyhurst, Doyle, who excelled in cricket, demonstrated some very early signs of litera ry talent. At the academy, he became quite good at telling stories and reading aloud.3 Doyle started reading his old favorite books from his childhood. His favorite childhood writer was Mayne Reid, who wrote The Scalp Hunters. This was his favorite book while he was progressing through life.4 During his last year before attending medical school, Doyle went to Feldkirch, a school in Austria.

The Fencing Problem

A farmer has exactly 1000 metres of fencing; with it she wishes to fence off a plot of land. She is not concerned about the shape of the plot, but it must have a perimeter of 1000m. So it could be or anything else with a perimeter (or circumference) of 1000m What she does wish to do is fence off the plot of land which contains the maximum area. Investigate the shape, or shapes of the plot of land which have a maximum area. Throughout this investigation I will check that the perimeter is 1000 meters by finding the total of all the outer sides. Also I will use refining as a way of finding the maximum area. When I talk about using the maximum area of the previous table the maximum area of each table will be highlighted. Rectangles The first shape I will test will be a rectangle. Having been told that the perimeter must be 1000 meters I will find the areas of three rectangles, each with different lengths of sides, making sure that the perimeter is kept the same. To calculate the area I will use the formula LENGTH x WIDTH = AREA or Area = lw. Rectangle A: l = 450m w = 10m Area = 450 x 10 Area = 4500m2 Rectangle B: l = 300m w = 200m Area = 300 x 200 Area = 60000m2 Rectangle C: l = 100m w = 400m Area = 100 x 400 Area = 40000m2 Having carried out the above calculations I will create a spreadsheet with formulae to carry out more calculations. The headings will consist of Length, Width, Perimeter and Area. Under length there will be a variable number (less than 500 and greater than 0). The first formula will be put under the width heading. The width will be calculated by taking the length away from 500. This will guarantee the perimeter to be 1000m. The formula will be =500-B2 where B2 is the cell in which the length is. To double check that the perimeter is 1000m under the perimeter heading there will be another formula. This will be =(B2+C2)*2 where B2 is the length and C2 is the perimeter. It will be multiplied by 2 because the answer in the brackets would be just the total of two sides and not all four. Finally under the area heading there will be a formula. This will be =B2*C2 where B2 is the length and C2 is the width. This formula is the same as the one used previously to calculate the area of a rectangle. The formulas and headings will be entered in as shown in the table below. Length (m) Width (m) Perimeter (m) Area (square m) 490 =500-B2 =(B2+C2)*2 =B2*C2 Having entered the correct information I will be able to calculate the areas of many different sizes of rectangles with a perimeter of 1000m. I can do this in Microsoft Excel by dragging the formula boxes down, thus duplicating them but allowing them to refer to different lengths. (Please see tables and graphs [Fencing Problem for Rectangles]) To start with I used my spreadsheet to find the area of a few rectangles within the range of 1m and 499m.I then plotted a graph showing length against area. It showed a perfect curve. I decided that the line of symmetry of this curve would help to find the length that would give me the maximum area. I found the line of symmetry to be along the 250m mark on the x axis of the graph. Hypothesis I predict that the length of a rectangle that will give me the maximum area will be 250m. I have decided this having found the line of symmetry on the graph. Poof (Please see tables and graphs [Fencing Problem for Rectangles]) To prove my hypothesis I refined my search around the maximum area of the first table and then the second table, followed by the third table and so on. Eventually I found that, even to 1 decimal place above or below 250m that, the maximum area was given by rectangle of sides 250m by 250m. This shows that a square gives the maximum area for a rectangle. Isosceles Triangles The second shape that I will test will be an isosceles triangle. Having carried out tests for a rectangle I am going to see whether the maximum area will be bigger, smaller or the same as that of a rectangle. I am also going to find out whether the number of sides affects the results and whether there are any similarities in results to a triangle. This will help me find the shape that gives the maximum area. As previously for rectangles I will test some different sized isosceles triangles that have an area of 1000m. The formula for the area of a triangle is BASE x HEIGHT divided by 2 or bh/2. I cannot find the area without knowing what the height of the triangle is. To find the height of the triangle I must use Pythagoras. This states that for a right-angled triangle a2+b2=c2 or the square hypotenuse is equal to the sum of square of the other two sides. Therefore to find the height I must split the triangle in half and then use half of the base to help me find the height. The square height will therefore be equal to the square of the hypotenuse minus the square of half the base. In the below examples b = base, s = one equal side of the triangle and h = height. Triangle A: b = 500m s = 250m b/2 = 250m h = 2502-2502 h = 0m Area = 250 x 0 / 2 Area = 0m2 Triangle B: b = 400m s = 300m b/2 = 200m h = 3002-1002 h = ?50000m h = 223.6068m Area = 400 x 223.6068 / 2 Area = 44721.35955m2 Triangle C: b = 200m s = 400m b/2 = 100m h = 4002-1002 h = ?150000m h = 387.29833m Area = 200 x 387.29833 / 2 Area = 38729.38466m2 After completing the above tests I will create a spreadsheet with formulae to carry out more calculations. The headings will consist of Base, 1 equal side, Perimeter, Height and Area. Under the base heading there will be a variable number between 1 and 500. The first formula will be used to calculate the length of one equal side of the isosceles triangle. The formula will be =(1000-B2)/2 where B2 is the base. It will be divided by 2 because 1000-B2 would give the sum of the two equal sides together. As previously , for the rectangles, there will be a formula to check that the perimeter is 1000m. This will be the base plus, one equal side multiplied by two or =B2+(C2*2). The main formula in this spreadsheet will be the one used to find the height. In a spreadsheet there are codes that represent calculations carried out. These are put at the front of the formula and the substitute for square root is SQRT. So my formula will be the square root of 1 equal side squared, minus half the base squared. However before entering my formula I found out that using the power sign (^) doesn't give accurate results and in order to square numbers I must multiply the number by itself instead of using such a sign. Therefore the formula entered into the spreadsheet will be =SQRT((C2*C2)-((B2/2)*(B2/2))) Finally under the area heading there will be a formula. This will be =(B2*E2)/2 where B2 is the base and E2 is the height. This formula is the same as the one used previously to calculate the area of a triangle. The formulas and headings will be entered in as shown in the table below. Base (m) 1 Equal Side (m) Perimeter (m) Height (m) Area (square m) 200 =(1000-B2)/2 =B2+(C2*2) =SQRT((C2*C2)-((B2/2)*(B2/2))) =(B2*E2)/2 Having entered the correct information I will be able to calculate the areas of many different sizes of isosceles triangles with a perimeter of 1000m. I can do this in Microsoft Excel by dragging the formula boxes down, thus duplicating them but allowing them to refer to a different base. (Please see tables and graphs [Fencing Problem for Isosceles Triangles}) As before I entered a range bases between 1m and 499m. I then plotted a graph of base against area and found that unlike the results for a rectangle there wasn't a perfect curve in order to find the line of symmetry, to aid my search. However I could tell that the maximum area would be given by a triangle with a base between 300m and 400m Hypothesis I predict that the maximum area will be given by a triangle with equal sides. I have decided this because the maximum area for a rectangle was given by a square and that my graph shows that the base must be between 300m and 400m. For a triangle with equal sides and a perimeter of 1000m the base would be 333.33†¦meters. Poof (Please see tables [Fencing Problem for Isosceles Triangles}) To prove my hypothesis I refined my search around the maximum area of the first table and then the second table, followed by the third table and so on. Eventually I found that, to 2 decimal places, the maximum area was given by a triangle of equal sides which is 333.33m to every side. This shows that an equilateral triangle gives the maximum area for a triangle and this proves my hypothesis right. Regular Polygons Having tested isosceles triangles and rectangles I found that regular sided shapes give the maximum area. I know this because the maximum area of an isosceles triangle is given when the sides are each 333.33m. The maximum area given by a rectangle is give by a square with 250m sides. I have also that as you increase the number of sides the area increases because the maximum area for a rectangle is 62500m2, and the maximum area for an isosceles triangle is 48112.52243m2. As a result of these findings I am going to test regular sided polygons. Having split the pentagon into isosceles triangles and then into right angled triangles I can now find the area. I know that the base of the triangle is 100m however I do not know the height. Before finding the height I must work out what the internal angle is. To find this I will divide 360 by the number of right-angled triangles (in this case 10). I can now tell the following about the triangle: – I can now use Trigonometry to find the height of the triangle. SOH CAH TOA I know what the opposite is and the angle, and I want to know what the adjacent is. I will therefore use the formula TAN=Opposite/Adjacent. Therefore Adjacent=Opposite/TAN. So the height in metres will be: Height = 100/TAN36 Height = 137.638192m Area of 1 Isosceles Triangle = (200*137.638192)/2 Area of 1 Isosceles Triangle = 13763.819205m2 Area of Pentagon = 13763.819205*5 Area of Pentagon = 68819.09602 m2 After completing the above tests I will create a spreadsheet with formulae to carry out more calculations. The headings will consist of Number of Sides, 1 Equal Side, Perimeter, Internal Angle of 1 Triangle, Half Angle, Height (of internal isosceles triangle), Area of 1 Triangle and Total Area. Under the first heading (Number of Sides) there will be a variable, whole, number between 3 and as higher number as desired (e.g. 30). Under the second heading there will be a formula to calculate the length of one equal side. The formula will be =1000/A3 where A3 is the number of sides. As in all the other tests there will be a formula to check that the perimeter is 1000m. This will tell me if I have made an error in any of the previous cells. So far so good, however before I continue I must point out that a computer spreadsheet doesn't work in degrees to measure angles. It measures in radians where a complete rotation is 2?. Also ? is represented by PI() in a spreadsheet. So instead of using 360 in my formula under the Internal Angle of 1 Triangle heading I will use 2*PI()/A3 where A3 is the number of sides. Under the Half Angle heading there will be a formula that will be =D3/2 where D3 is the internal angle of one triangle. This gives the internal angle of 1 right-angled triangle. My main formula will go under the Height heading and it will use Tan which is substituted by TAN in a spreadsheet. It will be =(B3/2)/TAN(E3) where B3 is 1 equal side and E3 is the angle inside a right-angled triangle. The area of one isosceles triangle will be calculated using the formula =(B3*F3)/2 where B3 is one equal side and F3 is the height. Finally the total area will be calculated by multiplying the area of one isosceles triangle by the number of sides. The formula entered will be =G3*A3 where G3 is the area of one triangle and A3 is the number of sides. The formulas and headings will be entered in as shown in the table below. Number 1 Equal Side Perimeter Internal Angle Half Angle Height Area of 1 Triangle Total Area of Sides (m) (m) of 1 Triangle (rad.) (rad.) (m) (square m) (square m) 5 =1000/A3 =B3*A3 =2*PI()/A3 =D3/2 =(B3/2)/TAN(E3) =(B3*F3)/2 =G3*A3 Having entered the correct information I will be able to calculate the areas of many regular polygons with different numbers of sides and with a perimeter of 1000m. I can do this in Microsoft Excel by dragging the formula boxes down, thus duplicating them but allowing them to refer to a different number of sides. Hypothesis I predict that as you increase the number of sides the area increases because the maximum area for a rectangle is 62500m2, and the maximum area for an isosceles triangle is 48112.52243m2. Proof (Please see graph and table [Fencing Problem for Regular Polygons]) Used my spreadsheet to calculate the areas of polygons with sides ranging from 3 to 30. The polygons with 3 and 4 sides were used to test that my formula worked correctly. I plotted a graph showing the number of sides against the area and found that, as predicted, as the number of sides increased so too did the area. Circle After my findings from carrying out tests on regular polygons I have decided to test circle. I have decided this because as the number of sides of a regular polygon increase so too does the area and a circle is an infinitely sided regular polygon. Hypothesis I predict that a circle will give the largest area because of my tests on regular polygons. I also predict that the maximum area given will be pretty close to that of a regular polygon with 30 sides (79286.37045m2) because of the curve on the graph plotted for the regular polygon section. To find the area of a circle I will be required to use the formulae 2?r and ?r2. The circumference must be 1000m and before finding the area I need to find the radius. Radius = (1000/2)/? r = 500/? r = 159.1549431m Area = ?*159.15494312 Area = 79577.47155m2 To complete this in a spreadsheet under the circumference heading I would enter 1000. Under the radius heading I would use the formula =(C2/2)/PI() where C2 is the circumference. Finally under the Area heading I would enter the formula =PI()*(D2*D2) where D2 is the radius. The headings and formulas will be entered as shown in the table below. Number of Sides Circumference (m) Radius (m) Area (square m) Infinite 1000 =(C2/2)/PI() =PI()*(D2*D2) Formula – 2?r (Circumference/2)/? ?r2 Proof Number of Sides Circumference (m) Radius (m) Area (square m) Infinite 1000 159.1549431 79577.47155 The table above clearly proves my hypothesis correct. The working out also proves my hypothesis correct. Conclusion Having completed the spreadsheet table I can conclude that a circle gives the maximum area and that the result was close to that given by a 30 sided regular polygon. A circle provides the maximum area possible for fencing of length 1000m. The maximum area possible is: – 79577.47155m2

External Reserach – Childcare Level 3

‘’It is important to plan to meet the care and learning needs of all children. ’’ External research CACHE LEVEL 3 DIPLOMA IN CHILDCARE AND EDUCATION Introduction Criteria 1 – Criteria 2 – The first stage of the learning cycle is planning and this is where you plan for the children activities that will be carried out throughout the time at placement and these activities need to be planned for the needs of all children.When practitioners are planning the activity they need to consider the resources, if the activity is age stage appropriate, any protective clothing that may be need during the activity, health and safety and how all the children will be included together, not discriminating any child because of their age, gender, abilities or disability. The second stage is where the planned activity takes places and during this the children will carry out the activity to help them, learn and develop in all aspects of development; social, emotiona l, physical, and intellectual and language development.It also allows practitioners to observe the children during play activities. When practitioners observe, they look for the child’s development and abilities. The third and last stage of the cycle is to review and this is when the practitioner looks back and reflects on the activity (reflect on it) to see where they can improve. The planning cycle is used to meets care needs of children, learning needs of children, help them develop and help them to develop and learn different stages of development.I have seen this happen at placement where the practitioners were planning an activity along the lines of previously noticing a group of boys enjoy playing with the cars and after noticing this, they decided to carry out a work sheet using cars to teach them how to count. When planning this activity, they considered the abilities of the children, the health and safety as well as resources needed.During this activity the practiti oners were observing to see how the children were coping, child’s development stages and what the children were learning during the activity. Once the activity has taken place the practitioners reviewed it by using a reflective cycle. A long term goal is something you want to achieve over a long period of time normal one year or five years. In a school a long term plan is used to cover all aspects of the National Curriculum whereas in a Nursery a long term plan would cover all aspects of the Early Years Foundation Stage (EYFS, 2012).The practitioners would plan for whole year of children’s time at the setting and it meets the care needs of children by planning for their holidays. It cares for the learning needs of children because it plans to provide the best use of resources and equipment available and the environment in which the children will learn in. This can be a disadvantage because the planning doesn’t allow for immediate changes on a day to day or terml y basis.A long term plan would be covering a curriculum plan because it sets goals, develops strategies and outlines tasks and schedules within the setting. It meets the care needs of children by allowing the practitioners to provide supporting activities for the individual needs of the children and meets the hearing needs by having opportunities that challenge the children, varied types of activities such as adult- led, child-led and free play by learning indoors and outdoors.Practitioners have a meeting ever term and plan for activities and task for the whole school term of the child to help support and develop their care and learning needs in the best possible way to allow each individual child to achieve the next stage. A medium term goal is something that you build upon from a short team goal. Practitioners would plan termly/monthly by building upon the short term plans. It meets the learning needs of children by looking at the themes. Medium term planning in my placement consi ders a central theme spread across a number of weeks:A short term goal is achieving something in the near future for example: within a week. Practitioners would do daily plans and observe the children in order to be able to make changes in the plan to meet individual unique child’s needs. It meets the learning needs of children because it can be immediately changed on a daily basis or weekly basis according to the child’s individual learning needs, abilities and disabilities as well as their likes and dislike to help them move forward in their development and develop their skills.In my current placement practitioners saw a group of boys enjoying playing with the cars. Later on that same day the practitioners got an idea to plan activities around that theme for the following week to help the 2 to 5 years olds learn to count up to 20 which helps the practitioners to encourage and interest the children’s learning by using things that they like to help meet their ne eds in order for them to develop. Routines are tasks, chores, or duties done as regularly as possible or at specified time of the day e. g. typical or every day. It can also be activities happing during the same time period in the day, such as lunch, reading, or playground time. In a childcare setting, a routine maybe having meal times three times a day or having rest time after lunch. They are used for teaching them to be prepared for adult life and helping them to understand their duties. It is important that adults stimulate children’s minds, social skills, emotional and bodies with routines for them to be able to learn and remember these different routines for the future.Routines meet care needs of children because they make children feel safe and build’s the child’s confidence. Routines meet children’s learning needs because the children will learn everyday skill and also allow children to know what is expected of them. I have experienced many differ ent routines throughout my work placements; I have recently seen a routine for the whole day which is in my appendix 2. Criteria 3 – Criteria 4 – Effective planning is something that works well. It also meets the children’s individual needs and helps identify a path of achievement.There are eight feature to effective planning; support for practitioners, effective planning, sharing best practice, knowing the child, encourage reflection, helps with translation and makes it requirement and enjoyable. Effective planning involves around the child. Curriculum plans can be done and allows for practitioners to meet the children’s learning and care needs over a long period of time. This does not always work because each child is individual and they develop skills and abilities at their own time.To make this work effectively practitioners could use a SMART target to plan over the week for each individual child according to their likes, dislikes and what they can an d can’t do. Practitioners could combine both the curriculum plan and Smart target by using the planning cycle, long term and short term plans to make it effective because this allows for all children to learn and develop at their own time and achieve their next stage up. Within my setting practitioners plan effectively by using the SMART target to plan for the week ahead and combine this with using the curriculum plan to do and review over the next month for every child.Once they have observed the activity and child, they then plan activity according to their observation. A combination of planning tools are used in settings to give practitioners good outcomes, meet children’s needs and learning needs and don’t allow practitioners to plan, do and review. I have noticed in my previous setting that practitioners use one type of plan which is the short term plan because they plan weekly for their activities whereas in my current placement practitioners use a range o f plans such as a weekly plan along side an activity plan and a medium plan.If effective planning wasn’t used practitioners would be having bad management in organising activities, practitioners will not get the outcome they are looking for easily, children needs will not be meet to the best interest and they may not be able develop their skills and development well enough because they don’t have the assess to the appropriate activities and resources (age stage). Criteria 5 – Having an appropriate environment in place to support care and learning needs is important because practitioners should make sure that the environment is safe and secure for the children as well as welcoming and warm.It also needs to be stimulating for the children to be able to explore and investigate in. This is stated by Early Years foundation stage (EYFS, 2012) who states that it is important to plan and provide an appropriate environment both indoors and outdoors throughout the day. Th e Reggio Emilio approach focuses on both the outdoor and indoor environment as equally important because they both allow children to explore and discover, free play and creative thinking. Reggio believed that the indoor and outdoor nvironment stimulates children’s learning, children develop socially and they can express themselves in any way they want. Reggio pre-schools believes in having discovery, stimulating learning environments (both indoor and outdoor) for children to be able to reflect on their own learning and record the children’s learning progress (Tassoni, 2007) This approach can benefit children as it allows them to work more closely with the adult to help stimulate their skills, abilities and development within their environment.Children’s play is carried out in a learning environment which is characterised by both indoor and outdoor learning to help children move on in their development stage and it needs to be safe for children to play and learn in where they are protected and supervised at all times by an adult. It is vital to have the appropriate equipment at the child’s level in both the outdoor and indoor environment to help support the learning they need as well as meet each child’s individual needs.Both theorists also support the learning needs of children by allowing them to physical, socially, emotionally, intellectually, cognitive and language develop. ‘’ A good early childhood environment meets the child's basic needs and supports and encourages children to engage in activities that implement the programme's curriculum. ’’ (Exteral research/creating-indoor-environments-for-young-children. htm 1997-2012) Criteria 6 –Care needs are supporting the children’s personal care needs such as feeding, sleeping and hygiene. It helps children to become independent and teaches them life skills. The theorist which supports this is Maslow (1943) and his hierarchy of need. It concerns the responsibility of adults to care and provide a safe environment that encourages and enables the adults to support and meet all the needs of an individual child.These needs include; physical, emotional, social, and intellectual and are shown in the model and diagram of the pyramid five stages. The framework that supports care needs is the Early Years Foundation Stage (EYFS) (2012) and they influences day to day practice by making sure each practitioner follows the correct curriculum framework within their practice and care for the children. ‘’There is also a range of supporting guidance on implementing the EYFS requirements which should be used alongside the Statutory Framework.In particular: Development Matters – which provides guidance on observing, assessing and planning for each child's individual learning and development, a know how guide for progress check at age two – which gives case studies and templates to support you with the requir ement to provide parents with a written summary of their child's learning and development between their second and third birthday, EYFS for parents – which you should personalise to your setting to help you meet the requirement of informing parents how the EYFS is delivered. ’’ (czone. eastsussex. gov. uk 2012) Criteria 7 –Jean Piaget’s (1948) theory of play is play-based curriculums were all children are actively involved in their learning. He said that children go through four stages of development; Piaget (1948) theory of play is thought that ‘’learning is an active process in which children draw conclusions though exploration. He called these conclusions schemas. ’’ (Tassoni. P et al 2007 Pg 284). Piaget (1948) is a key influence on children learning (Tassoni, 2007). His theory supports and extends children’s learning needs because he believed that children will learn when they are ready to learn.Vygotskyâ€⠄¢s (1978) theory is based on zone of proximal learning. His theory supports children’s learning needs because he believed that children will learn cooperative activities set up for them where the less able children can learn and get help from the more advanced children. Vygotsky (1978) believed that if a child is at the zone of proximal for an activity and getting help from the adult, will allow the child to boost their achievement of the activity (simplypsychology. org 2010-2012). Criteria 8– Piaget (1984) theory of play has 4 types of play; physical play mastery play, symbolic play and constructive play.He thinks that play is assimilating and children make their own environment through the four different type of play. Piaget (1948) believed that children adapt and develop on their own experience. It is recognised in placement by practitioners because it gives them a guideline on the teaching they should be providing children with and enhance the children to develop their learning and skills. Practitioners could do this by respecting the children’s ideas, suggestions and opinions when they carry out an activity or task.Planning is early years settings should be used because it helps practitioners to get to know the child better by observing them in order to meet each individual child’s needs and plan accordingly to their stage of development and abilities to future help them develop their skills, abilities and development. They should plan for this by using weekly plans because each child is unique and they develop at their own rate which will allow them to make daily/weekly changes according to what they observe and see the children do and learn.Bibliography: Books: Tassoni. Penny, Kate. Beith, Kath. Bulum and Harriet. Eldridge (2007) CACHE level 3 Child Care and Education 4th edition, London: Heinemann Websites: East Sussex County Council (2012) – Early Years Foundation Stage [online] available at: https://czone. eastsuss ex. gov. uk/supportingchildren/childcare/support/eyfs/Pages/main. aspx Assessed on: 6th November 2012