Unit 3 Introduction to American Court System Essay

Unit 3 Introduction to American Court System - Essay Example Moreover, this system declines a hierarchical model of searching justice and favors the coordinate model (Dammer & Albanese, 2010). The coordinate model exercised by this system divides authority for developing, giving evidence and deciding on the verdict. This division checks power among the eventual decision makers. Therefore, this system manifests the public’s sovereignty, eliminates government abuse, and finally averts lawyers’ abuse. The rule of evidence incorporated by this system has an overall effect on the capacity of the system to identify truth because of delay. Subjection of both parties on the same formalities results to scant comfort. This will not guarantee a fair result because it is inadequate at the conceptual level (Leo, 2009). Moreover, inequality amid the parties leads to unjust advantage for the trial because the rules of evidence support the accused. This system is also deficient because of its inequality. This is because substantial responsibility is within the power of the lawyers for the accused. This is a weakness of this system because there is no representation for the accused. Conclusively, this system requires a neutral fact seeker. It encourages the contrasting sides to search and present their most persuasive evidence. However, the fact seeker is forbidden from making judgments before winding up the

Elevational Gradients in Species Richness Essay Example | Topics and Well Written Essays - 250 words

Elevational Gradients in Species Richness - Essay Example Decreasing richness, low plateau, low plateau with mid elevational peak, and mid elevational peak were found to describe patterns of species richness with elevation. Each pattern defines the ecology of each classified group. However, very little analysis on microbe diversity is included in the patterns evaluation. This could have been affected by various methodologies used in the study scale and data sampling. While local scale covers one elevational gradient and regional scale covers fields from the whole region, the sample site should not focus on one portion of gradient truncation of the mountain. Collecting a large number of samples would make prediction of species richness more relevant. The hypotheses on elevation species richness are based on, space, climate, biotic processes, and evolutionary history. According to SAR description of space, increase in area leads to relative increase in the number of species. This shows that diversity and elevation area have a very close relationship. Climate wise, productivity is controlled by climatic conditions. The condition affects population by controlling individual numbers hence showing that species richness and diversity have a positive relationship too. The relationship between diversity and biotic processes such as habitat heterogeneity, complexity, and diversity in this case has been estimated. Therefore, the hypotheses predict that areas with low extinction and high speciation are diverse. In my opinion, the article and the topic are perfectly related since knowing about elevational patterns in species richness is essential in the study of diversity. The topic indicates elevation gradients clearly also discusses the effect of latitude as well. I particularly like the methodological discussion part because it compares different methods used. It also points out the benefits and the drawbacks for each.

Operating System Questions and Answers Example

Operating System Questions and Answers Example Questions: What are the relationships between operating systems and the hardware? Answer: Operating system is the mediator between computer hardware and application programs .It also makes all possible effort to utilize hardware resources for the application programs which are install over operating system. Without any Operating system we cannot even access any computer hardware to perform any task required by application. Operating system provides the set of instructions to hardware and takes tasks from the application program. What are the differences between distributed systems, network operating systems? Answer: Sr. No. Network Operating System Distributed System 1 The main difference in network operating system is made up of software and supplementary protocols that allow a group of computer network to be used together. On the other hand, distributed operating system is just a conventional centralized operating system however runs on numerous independent CPUs. 2 Network Operating System users are aware of multiplicity of machines. Distributed Operating System users are not aware of multiplicity of machines. 3 Performance is badly affected or even stalled if hardware is faulty. It is more reliable or fault tolerant and can perform even if certain part of the hardware starts failing. What is multicasting? Answer: In computer networking, multicast is collection of message where information is addressed to a group of destination computers simultaneously. In other words the information from the source can be transmitted to many destination in a single transmission or also it can be the information from many sources transmitted to many destination in a single transmission using different network devices and different transmission mediums. 4 What is the meaning of paging, explain by providing examples? Answer A technique used to create virtual memory inside operating systems which can confirm that the data you need is available as fast as possible. The operating system fakes a certain number of pages from your ROM (storage disks) to RAM (main memory slot). When an application needs a page that is not in RAM, the operating system copies the required page into RAM and copies another page back to the disk. For example, it reserves some size on disk which acts as ram when needed and if it does not require that size on disk is kept empty for any other data which cannot be addressed on the RAM Example: Some heavy sided application need more RAM than the usually running applications, so to deal with this paging takes place the operating system fakes the size of ram by combining the actual RAM and the virtual paged size on disk to run that application. Â  What are the features of the operating systems for security? Answer: Authentication: encompasses confirming the identity of the person who communicated a message. Encryption :The simple idea of encryption is to encrypt a communicated message so that only the anticipated receiver can decrypt and read it Intrusion detection: Efforts to detect attacks, together which can be based on successful and unsuccessful efforts numbers. Virus Protection: They are basically detection systems, which also have the ability of quarantine the affected files and rebuilding them back to their original state. Firewall: Firewalls are devices that sit on the border between two security fields and observes /log movement between them, occasionally limiting the traffic that can permit between them which are based on assured principles. 6 How do you choose between different accounts on Windows 10 and how do you specify allow/deny for users? Answer: If all the family member are going to use the same pc then they can setup family account. Furthermore it can be also setup for home ,work, school accounts as per need but in all the user who are creating account must have Microsoft account or Also can create a local account that computer. Every user account is also categorised as one or the other: An Administrator account A Standard (User) account This grouping provides a specific level of authorisation to accomplish many system tasks on the Computer. Standard user account permits a user to do make changes that affect only that account, Including: Change or remove the credential. Change the user account image. Change the theme and desktop settings. View, create and delete files, folders. Administrator account credentials are essential to do things such as: Make, change, and remove accounts. Alteration of settings that can affect all the users. Modification in security-related settings. Install and remove apps. Can modify system libraries and files in other user account. Tasks that need administrator authorisation are done via windows dialog Boxes under a Windows Security icon. Add other people to a home PC Add an account to a work or school PC

Reality: Influenced by an Individual’s Perception and Interpretation E

Reality: Influenced by an Individual’s Perception and Interpretation When the term reality is mentioned, many questions arise regarding what reality is and what is real originate also. Unfortunately, many of these questions are yet to be answered since determining reality and what is real are left to each individual’s imagination - for one to determine reality as he or she sees fit. A dictionary may provide a definition for the word reality, but things that constitute reality may never be entirely defined because it is one of those things that is almost completely based on an individual’s perception and interpretation. A dictionary may also provide a definition for the word perception and the word interpretation, but many individuals perceive and interpret many things very differently. With the vast variation of people, thoughts, and beliefs in our world, how should society determine the boundaries of reality? On the other hand, is it even possible to set specific limits when considering reality? The movie chosen, as a springboard into the forthcoming philosophical discussion, was â€Å"Dark City†, A Mystery Clock Production by New Line Cinema directed by Alex Proyas. The movie raised many interesting questions and produced many engaging comments. At the very beginning of the movie, you hear the voice of Dr. Schreber, played by Kieffer Sutherland. He begins by saying, â€Å"They [the â€Å"Strangers†] had mastered the ultimate technology, the ability to alter physical reality by will alone.†i[1] If the â€Å"Strangers† are altering reality, the people of the city will never truly know what is real and what is artificial. Consequently, the city in which they live is all artificial and made up. We as viewers can see this, but ... ...ed and are likely to continue to remain unanswered for many years to come. It is highly doubtful the term reality will ever be entirely and unrestrictedly measurable. Notes: i[1] Dr. Daniel P. Schreber in â€Å"Dark City† – the movie. ii[2] Detective Walenski in â€Å"Dark City† – the movie. iii[3] Woolley, Benjamin. â€Å"Virtual Worlds†. P 5. iv[4] Woolley, Benjamin. â€Å"Virtual Worlds†. P 9. v[5] Ludlow, Peter. â€Å"High Noon on the Electronic Frontier†. P 24. vi[6] Collins Gem Dictionary and Thesaurus. P 450. vii[7] Collins Gem Dictionary and Thesaurus. P 335. viii[8] www.philosophypages.com/dy/ix3.htm#real – the definition of reality. ix[9] Woolley, Benjamin. â€Å"Virtual Worlds†. P 213. x[10] Woolley, Benjamin. â€Å"Virtual Worlds†. P 3. xi[11] Woolley, Benjamin. â€Å"Virtual Worlds†. P 5. xii[12] Woolley, Benjamin. â€Å"Virtual Worlds†. P 3.

Taco Bell Marketing

08 Fall Introduction Hong Kong is known as being a very multinational and diversified city not only in Asia but also in the world. Not only is Hong Kong a paradise from a financial perspective, but it is also a great country in terms of the standard of living. As Hong Kong has a very diversified culture and a mix of various ethnicities, there isn’t a lack of food options and results suggest that 1 to 4 Hong Kong respondents prefer to dine out and prefer to spend up to HKD$1500 a month.Which looking at the results creates the ideal opportunity in opening a relatively new fast food concept, which provides a different cuisine from the current trends in a fast food format into the Hong Kong market. Environmental Analysis SWOT Analysis Strengths| Weaknesses| 1. Established a huge brand awareness and loyalty. Tremendous amounts of consumer satisfaction. | 1. Local consumer tastes need to be adapted towards Mexican cuisine. | 2. High Quality products, at relatively reasonable prices. | 2. Property prices are relatively expensive, high operating costs. | 3.Quite new concept could create attention and buzz. | 3. Not a very health conscious menu could be unappealing to target users. | 4. Sole Mexican cuisine fast food concept chain. | | Opportunities | Threats| 1. Introduce Home/Office delivery services. | 1. Existing well established fast food chains, e. g. McDonalds, KFC, Subway, Cafe de Coral etc. | 2. Experiment with local needs/taste, incorporate local flavors and delicacies. | 2. May not be appreciated by the Hong Kong public. | 3. Possibility to develop drive through, to create ease of accessibility for consumers. 3. Existing Mexican restaurants that have established brand loyalty amongst Hong Kong customers. | 4. Establish chains where students and working people can easily access. E. g. office buildings, university campuses, shopping malls etc. | | PEST Analysis Political: The political condition in Hong Kong is relatively stable, hence introducing an Ame rican based fast food chain, wont have any impacts or create any problems from a political aspect. As Hong Kong isn’t facing any political distress or disturbances domestically or internationally. Economical:There are several economical impacts that will incur as Taco Bell starts its operations in Hong Kong. First of all, starting a new fast food chain would create domestic employment, as jobs will be opened up towards the local citizens. Furthermore everyone earning will then pay taxes that will result in an increase in government revenue as the company gradually starts to increase its operations within Hong Kong premises. Social: The social factor also goes on to play a huge role when establishing a new fast food chain, as this acts upon the consumers’ values and beliefs.Many people are known to be relatively health conscious, hence therefore an aspect that Taco Bell will have to consider is the quality and the healthiness of the food that will be served to the local consumers. If the quality of food is compromised it could then impact the demand for the food and could hinder the company growth. Furthermore besides the food element, Taco Bell will also have to consider its Corporate Social Responsibility factors of treating their employees in an adequate manner and rewarding them with what they deserve, and also the environment factor and to maintain the clean environment Hong Kong stresses, nd to reduce waste and place heavy emphasis on packaging their food with recyclable and biodegradable materials. Technological: Technology is shown to be developing and rapidly changing all around the world. Hong Kong is known to be a very technology based country, where majority of the business is done all over technology, hence therefore there are some technological factors to which Taco Bell could adapt to in order to bring positive impacts to the chain. One method would be to adapt company websites on which the menu and other promotional services can be placed, in order to increase convenience for users.Besides websites we are currently living in the Smartphone eras, hence developing apps based on the website and possibly exploiting the opportunities of providing services on-the-go and the ability to deliver from the apps can definitely produce positive growth to the firm. Therefore seeking these technological methods can definitely increase the company value. Hong Kong Fast Food Industry Trends Marketing Analysis As Taco Bell enters the Hong Kong fast food industry, it will have to create immediate effects, due to the existing competitors that have already established themselves within the market.Franchises such as McDonalds and KFC, have established themselves as the pioneers of bring western food to Hong Kong in the late 70s and 80s. Which has triggered further foreign investors such as ‘Pizza Hut’ ‘Burger King’ to name a few. Alongside local entrepreneurs who have obtained a significant market share w ith ‘Cafe de Coral’, ‘Maxims’ and ‘Fairwood. ’ McDonalds and KFC are shown to have the top shares in the HK fast food industry at 22% and 14% respectively. Whereas the local franchises combined have only managed 10%.The rest is accumulated with the other foreign franchise chains, which each have market shares below the 10% mark. Which will not significantly impact Taco Bell. Besides fast food, bringing in a Tex-Mex cuisine won’t be something new to the Hong Kong public, as there are a few Mexican restaurants that provide similar products and caters to the public needs. However Taco Bell tends to hold competitive advantage with the fact that it has an established brand name and the ability to serve quick, good quality and reasonable food items which correlates with what the restaurants serve. Target MarketThe main target market of this fast food chain is mainly aimed at the working population, students and teenagers of Hong Kong. As the f act that it is a fast food chain, its main objective is to provide quick serviced food at reasonable prices, hence incorporating working and student budget people, rather then the high-end consumers of Hong Kong. Besides the financial element, the population who are keen on a different cuisine of food, targeting the diversified population of Hong Kong, and not only to one specific ethnicity but the citizens who are on a certain budget is the main target market.Marketing Mix Variables Price: It will also have to consider the budget levels of the chosen target market. As setting an optimal level would then result in a demand, whereas if the price is placed too high, it could hinder demand and if price the price is placed too low, although it may create a large demand, however operating costs might not be covered and could result in financial losses. Product: The product will be the standardized menu that has been set all around the world. This will include the food items which taco be ll is known to be most famous for.Although it will serve the standard types of food items, in order to suit the Hong Kong market it could also then explore the tastes and trends of the local population and their eating habits, which could be incorporated within the restaurant menu. Place: The perfect locations to reach out to their consumers, would be to open their branches within our minutes away from local university campuses, this would result in easy accessibility for the students who would be able to pick up and go, or have the option to eat within the restaurant premises.Besides catering to the students, to make it convenient for the working population of Hong Kong, the best locations would be opening stalls and restaurants within an office building premise or shopping malls which are placed around the commercial areas of Hong Kong, in order to create ease of accessibility to the working population of Hong Kong. Promotion:Methods such as advertising is a great opportunity, as Taco Bell is already a well established fast food chain, hence posting advertisements on local newspapers and magazines can immediately create effects as the reports show that 1 in 7 people in Hong Kong read some sort of newspaper or magazines on a daily basis. This method is the most appropriate in terms of creating brand awareness within Hong Kong. Furthermore, through the aid of promotional websites such as www. groupon. com. hk and www. beecrazy. com. hk that promote upcoming products, services and offers can definitely help reach out to their potential consumers and create demand.These methods can definitely bring positive results, once the promotion period starts. Conclusion To conclude by implementing the correct marketing mix methods and taking account of the various factors which was looked through in the PEST analysis, it can be drawn to conclusion that although Taco Bell will enter the market with relatively high competition, however due to the already well established br and name and the fact that its products tend to differ quite significantly in comparison to the leading competitors, it can gain from being diverse.

Are Standardization from Enterprise Architecture

Are standardization and innovation in conflict? I have no doubt standardization and innovation are in conflict, at least to some extent, because standardization (almost by definition) reduces the amount of variation of processes or systems simultaneously used in a company. That is the whole point of standardization. If you reduce the variation allowed in the company, then necessarily you would lose some innovation â€Å"that could have happened†.I think if innovation is viewed in an evolutionary way, mass variation would be created by the local units focused on their individual needs and only the best innovations would e retained and scaled to the rest of the company. If all the companies departments are allowed to develop locally optimal solutions to their problems, certainly some of these variations will be better (at least for the unit) than by using a standardized software or technologies company-wide.To continue with the evolutionary theme, using any centrally dictated st andardized process would reduce the possible variation in which could be selected from the environment of each business unit. Think the better to view standardization vs.. Innovation as an inescapable trade-off. Does an enterprise architecture that allows a company to increase operational efficiency, ease of integration, reduce development costs, duplication of systems, simplify the acquisition of new modules, and sometimes vastly reduced maintenance costs worth some drop in the rate of innovation?I would argue that is absolutely worth it in in most instances. The key is to view this as an optimal trade-off where you can retain almost all of the innovation while also increasing standardization. An Enterprise Architecture that standardizes the types of technologies used across the many (PH/Dot. Net or Unix/Microsoft) is in the best interest of the company.When you intentionally limit the available options of each individual business units options (such as when Timber]jack decided to use Unix and that immediately removed many otherwise eligible companies) you are going to reduce the chance of finding the â€Å"perfect solution† for every possible module. Fortunately, most companies can settle on a â€Å"very good but not perfect† solution with any of the market leading platforms without getting a major drop in innovation.Agreeing on a standardized portfolio of technologies and processes, a company can then focus its resources on bringing new functionality to their users without wasting so many resources trying to hold together a Frankincense combination of dozens of systems, technologies and processes together that work â€Å"perfect† in isolation. Ultimately, using more resources on bringing new functionality will increase the total value of the IT department and the rate the department can innovate. Are Standardization from Enterprise Architecture and Innovation in Conflict? By Seasonableness

Free Essays on Freedom

The first view we get from Douglass is as a small boy, without a birthday, father, or any sort of identity. â€Å"I have no accurate knowledge of my age †¦ A want of information concerning my own was a source of unhappiness to me even during childhood.† (p. 39) Learning and knowledge make all the difference in the world, as Frederick Douglass proves by changing himself from a slave to a widely respected writer. You can’t judge a book by its cover, if you look within the person you will see someone unique and through learning a world of difference is made. The main focus of this essay are the many struggles Douglass came upon through slavery and strategies on how he overcome them. In times of severe emotional and physical abuse, most people turn to their families for support. Frederick Douglass was subjected to emotional and physical abuse. Slaves were property of the slave owner, so, the slaves were continuously traded and families were constantly broken up. Having few blood ties to turn to, Douglass had to find other means of creating a family that would help him deal with the daily issues of slavery. Slavery destroyed any attempt towards having a normal family but he tried to create a family in different ways in order to survive his own conditions. Since his family was torn apart disrupted by slavery at very early age he had to form a family. Douglass never knew who his father was; though he heard about the possibility that his master might be his father. He had been torn from his mother’s arms when he was twelve months old and was taken to a plantation. Douglass’s only memory of his mother, who died when he was seven, was a memory of her walk ing twelve miles to tuck him in at night. His only family that remained for him to look to for comfort was his grandmother and his Aunt Hester. He lived with his grandmother on the edge of the plantation. His grandmother was put to raise the children of the younger women. It was impossi... Free Essays on Freedom Free Essays on Freedom Anytime a person writes an opinion on anything to do with September 11, there is always room for controversial issues that tag along. Declan McCullagh wrote a piece on how national security overrides America’s personal liberties in time of war and McCullagh believes that â€Å"During all major wars, the government restricted Americans’ civil liberties in the name of quelling dissent, silencing criticism of political decisions and reserving national security† (535). He gives examples that support his claim, examples that are very supportive, though he doesn’t state his stand on the issue. He uses moral equivalence, a very good argumentative defense, to convince his readers of his belief. He compares all the past wars with his belief on how personal liberties have been affected, and proves them throughout his essay. McCullagh gives examples from all of America’s major wars (the Civil War, WWI, and WWII) and shows how personal liberties of Americans were in fact affected. Though he doesn’t state whether or not he agrees with the matters he speaks about, he does prove through his examples that the event has actually happened and the personal liberties were indeed affected. His best argument in my eyes is his statement about WWII. Executive order 9066 authorized President Roosevelt and the military to remove Japanese-Americans from Americas west coast, home to America’s military bases. As unfair and judgmental that may seem, this act was kept silent until years after the war (537). The personal liberties given to the people of this country are protected by the Constitution of the United States. But at time of war, should congress or the President have the authority to alienate a certain race of people for safety while breaking the rules of war set by our forefathers? Like I said above, anytime a person writes about September 11, or any war for that matter, there is always room for a contradiction in any opinion. McCullagh s... Free Essays on Freedom Government’s Opinion of Freedom Vs. The Definition of Freedom In the song â€Å"God Bless the U.S.A.,† the lyrics are â€Å"I’m proud to be an American where at least I know I’m free, and I won’t forget the men who died that gave that right to me.† Many years ago, our four fathers put together the Constitution in order to insure us that we are and always will be free. What does freedom actually mean? Freedom means carrying out ones own actions without coercion or constraint by necessity or circumstances. Today the government’s opinions of freedom share some of the same characteristics as the definition, but their opinions have too many limitations to actually classify our country as completely free. The First Amendment of the Constitution was written to guarantee one’s freedom of religion. This amendment prohibits congress from setting up or supporting an official church. In addition, it forbids congress from passing laws limiting worship. The First Amendment states that congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof. Although this may be true, this does not mean that all religious practices must be allowed. In fact, congress prohibits multitudinous amounts of religious worship. Religious ceremonies of cults, worshiping the devil in prison, and acts similar to the Klu Klux Klan are exceptionally forbidden. For example, Mormons believed that it was a man’s duty to have more than one wife; still the Supreme Court ruled that Mormons had to obey the laws forbidding that practice. The First Amendment also guarantees freedom of speech. It says that congress shall make no law abiding the freedom of speech, or of press; or the right to peacefully assemble, and to petition the government for a redress of grievances. Nevertheless, the government still manages to limit our country from some protected speech. Often, the time, place, and manner are re... Free Essays on Freedom The first view we get from Douglass is as a small boy, without a birthday, father, or any sort of identity. â€Å"I have no accurate knowledge of my age †¦ A want of information concerning my own was a source of unhappiness to me even during childhood.† (p. 39) Learning and knowledge make all the difference in the world, as Frederick Douglass proves by changing himself from a slave to a widely respected writer. You can’t judge a book by its cover, if you look within the person you will see someone unique and through learning a world of difference is made. The main focus of this essay are the many struggles Douglass came upon through slavery and strategies on how he overcome them. In times of severe emotional and physical abuse, most people turn to their families for support. Frederick Douglass was subjected to emotional and physical abuse. Slaves were property of the slave owner, so, the slaves were continuously traded and families were constantly broken up. Having few blood ties to turn to, Douglass had to find other means of creating a family that would help him deal with the daily issues of slavery. Slavery destroyed any attempt towards having a normal family but he tried to create a family in different ways in order to survive his own conditions. Since his family was torn apart disrupted by slavery at very early age he had to form a family. Douglass never knew who his father was; though he heard about the possibility that his master might be his father. He had been torn from his mother’s arms when he was twelve months old and was taken to a plantation. Douglass’s only memory of his mother, who died when he was seven, was a memory of her walk ing twelve miles to tuck him in at night. His only family that remained for him to look to for comfort was his grandmother and his Aunt Hester. He lived with his grandmother on the edge of the plantation. His grandmother was put to raise the children of the younger women. It was impossi...

Representation of Women in Higher Education

Representation of Women in Higher Education Introduction The modern woman is no longer the person who was traditionally meant to be mainly involved in domestic activities exclusively. Today’s women have ventured into the professional world and are no longer regarded as people whose work is mainly the domestic chores.Advertising We will write a custom research paper sample on Representation of Women in Higher Education specifically for you for only $16.05 $11/page Learn More To achieve this, women have developed careers and do all that is required to develop their careers. Moreover, many women have ventured into the world of academia and competed with the men for different positions. To this end, women can now be found in spheres, which were traditionally meant for men eg medicine and engineering. Women form a large number of students in the undergraduate colleges. They also form a large proportion of students found in tertiary and even postgraduate colleges. Therefore it would seem natural that since the women are the majority of the students enrolling in graduate and postgraduate degrees they should therefore be the one who form a sizeable proportion of the leadership in all the professional fields. In some fields women form the majority of the leaders in those fields. However, this is not true in the case of higher education. Moreover, despite forming a sizeable population of the members of different institutions of higher learning, few women are usually in position of leadership. Leadership positions of institutions of higher learning are usually divided into hierarchies whereby, in the lower hierarchies, women are very well represented. However, as one goes to the higher hierarchies, the representation of the women diminishes. These hierarchies are mainly represented by men. Women are also subjected to biase in their employment selection and consideration for promotion. However, even when women hold similar positions with the men the women are usually paid less salari es compare to their male compatriots who do the same kind of jobs as the women. Women are also subjected to limited chances to career and professional advancement (Dean, Bracken and Allen, 2008, p 2).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, despite the fact that women are still underrepresented in the leadership of higher education, there has a great improvement in the number of women on various positions of leadership. Their number continues to increase and it is expected that in the future their number will almost be equal to that of men in leadership positions (Alemn and Renn, 2002, p 3). Therefore, due to the above situations women need to come up with strategies to help increase their representation and enhance their chances of being elevated to leadership positions. They need to correctly position themselves to benefit from any available opportunities that ma y crop up. This will ensure that the women representation in higher education improves and the women can achieve their academic and professional goals (Dean, Bracken and Allen 2008, p2). The women in the black community are the ones who are most underrepresented in the higher education. They face double discrimination, the fact that they are black and being women. The black women are viewed by the white men as having little or no worth. These women usually immigrate to the countries in order to obtain the higher education. Therefore, the women find it hard to get assimilated to the society of academia and are usually faced with many barriers to their academic success. They must be culturally assimilated to the society before achieving any meaningful progress. Even for women who are native assimilation into the world of academia is difficult. Hence these women are faced with much more difficulties in attaining leadership opportunities in the higher education. (Jones, 2005, p 1) Purpo se of this study This paper attempts to show the different in the number of leadership positions of women who are higher levels of education. In so doing we will mainly be focused on the women’s point of view regarding the subject.Advertising We will write a custom research paper sample on Representation of Women in Higher Education specifically for you for only $16.05 $11/page Learn More However leadership in institutions of higher learning is just one of the issues on gender equality which need to be addressed. This paper will not deal with the other issues as its main focus is on representation of women in higher education. However this paper does not deal with the other issues of gender equality The purpose of this study is to determine the factors that may be making the representation of women in higher education to be lower compared to that of men. This paper will also focus on the reasons for the under representation of women in mostly the pre stigious institutions of higher learning. By studying the reasons for the under representation this paper will attempt to come up with different strategies to ensure that the pattern is avoided. Background of the problem A brief background of the conditions in America will help understand the reasons for the current under representation. During the beginning of civilization, two factors were mainly considered to bring about change; democratic and political revolution and economic development. In all these changes women were not actively involved, men were the ones who were mostly involved (attached material p 5). Thus, women were generally considered mainly concerned with the performance activities in the domestic spheres of life, whereas the men were actively involved in the activities, which were of public interests (Alemn and Renn, 2002 p 5). In those days, the women who chose to follow their academic paths were perceived by the men to be awkward and going against the norms of so ciety, which required that they be relegated to the roles bestowed upon them, by the men. However, today’s women choose to pursue their career objectives. These women have enrolled in university programs to achieve their desired career objectives so as to effectively compete with the men. There are now more women who are enrolled in higher education than the men (Alemn, and Renn, 2002 p xx).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, despite the fact there are more women enrolling in university education, the number of women who are in the leadership positions in higher education is still comparatively low. The leadership positions have been mainly the domain of men. Theoretical framework There are many methods that can be used to gauge the increase of leadership of women in various positions. The political reforms, which allow the women to become the heads of states, are just one of the methods used to gauge the emergence of women leadership. However, this does not truly reflect the equality of men and women in distribution of leadership position in the spheres of society (Hartman, n.d). In recent times, there have been so many advocacies for equity of women in all the spheres of society. These initiatives are mostly led by women and seek to empower women economically, politically, academically and health wise. This initiatives help to create equity in all the sectors of society and enable women to rea ch their leadership potential more easily. However, even after the creation of equity women still do not occupy leadership in visible spheres of the society. This has made different people to point out that women do not have leadership qualities. This is mot true since have exercised their leadership abilities even before the beginning of civilization. The leadership of women was mostly concerned with the community and households leadership; hence her leadership was not seen since it was not a leadership position which is highlighted in the public domain. Leadership of women mainly concerned things which relate to domestic issues. However, modernization has reduced the tendency of women to be relegated to the domestic realms. Women are now having fewer children, marrying late, concentrating more on attaining quality education and moving out of the homes to seek paid jobs. This has made women to lead lifestyles which resemble those of men and hence seek leadership opportunities consi dered to belong to men. However, by so doing, the women have sacrificed their roles which were traditionally female such as the tender care which the women give to children and society. However women do not have to sacrifice all that at the expense of being leaders. They can still be leaders and maintain their roles which would be of great benefit not only to the society but also to themselves. Hence, gender equality should not just be viewed as the ability of women doing things, which were conventionally meant, for men, but their ability to influence the society in their specific way. Literature Review Women current form a majority of the undergraduates of colleges in America (57 %), and also form a large percentage of the doctorate degrees awarded in America. However despite these statistics men still continue to dominate the most desirable positions of leadership in the education system. As one move up the administration ladder, which demands for more responsibility, the number o f women in those positions decreases markedly (Gupton 2009 p 3). In these institutions, 58% of the instructors are women, 54% of the lecturers are women, 51% of the women are in the unranked areas and only 23% of the full professors are women. The data shows that there is a majority representation of women in the lower ranks of the institutions. It also clearly illustrates the misrepresentation of women in the higher positions of leadership in the institutions (Gupton, 2009, p 3). In the US, the bulk of the full professors, tenured faculty members and high level administrators in the institutions of higher learning are formed by men. However, more and more women are employed in these institutions but for positions, which have lower salaries (Gupton, 2009, p 3). However, the situation is far much worse for the leadership positions of institutions of higher learning. Only 16% of the university presidents are women. Women form 25 % of the chief academic officers of institutions of high er learning. This situation is also grave in the other professional fields. Among the chief business officers, only 13 % of them are women. This seems to be ironical since women form a large percentage of the population in both the undergraduate and post graduate schools of higher learning (Chliwniak, 1997 para 1). This is despite the fact that more women are likely to obtain a doctorate degree than men. However, this proportion is further worsened by the fact that either most of these women presidents are heads of two-year colleges, which are not as prestigious as four-year colleges, or they are the presidents of women colleges (Gupton, 2009, p 4) The men also occupy a large percentage of the district school superintendents (85%). The superintendents are usually promoted from the rank of principals of high schools. However, the number of women principles has recently equaled the number of men principles, therefore the expected to improve further. Even though this may seem a good ad vancement, it is negligible compared to the number of women who are involved in the profession of teaching. The teaching profession is made up of 72% women and is sometimes referred to as the profession of the female. This profession despite being largely populated by women it is still mainly dominated by men who are the majority of the district superintendents in the US. Comparison of the female and male forms of leadership The question of the comparison between the leadership of men and women usually attracts mixed reactions. There are people who see that the leadership abilities of women are usually measured using the male-gender standards which are somehow biased. However men and women generally lead in totally different ways. It has been shown that women leaders tend to be more power sharing than that of the men. In exercising their leadership, the women generally create relationships with the people who they are leading and other relevant people to succeed in their leadership. Women generally tend to be reconciliatory and ready to share power with the people who they are leading it the implications of these actions will lead to better results (Ramsay, 2000, p 3). However, this is not the case for men leaders who generally do not form relationships. The men usually impose leadership through the rewarding of exemplary work and punishing people who they perceive to have done wrong. However if has been showed that women leaders tend to be reconciliatory than the men leaders (Dean, Bracken and Allen 2008 p 11). When women are education administrators, their main emphasis is usually on the solution to the personal differences of the students, knowledge of curriculum teaching methods and the objectives of teaching (Growe, n.d, p 3). Barriers to women advancement in higher education leadership Women generally face different hurdles in their quest to obtain promotion to higher levels of leadership in institutions of higher learning. The women usually occupy large numbers of leadership positions the midlevel administrative positions and in lower levels of leadership. The midlevel administrative positions include the deans and directors of various faculties in institutions of higher learning. The lower levels are mainly librarians and dealing with student issues. The women in the lower levels f administration are usually considered for promotional faster than in the other levels. However when the women reach this level they start getting the promotions at a slower rate. Hence, they are said to experience a glass ceiling, which hinders their promotion to the higher levels of administration (Alemn and Renn, 2002, p 484). Recommendation To increase the number of women in management of institutions of higher learning, the government should not just offer lower qualifications for the women. The most important thing for governments to do is to increase the participation of women in leadership of institutions higher learning, is to take measures tha t will lead to an increase the quantity and quality of women in institutions of higher learning. The increase in the number of women who enroll in both the undergraduate and post graduate courses of institutions of higher learning will enable women to effectively compete with men for the available post which require educational qualifications. Increasing the quality of education offered to the women enables the women to obtain the necessary qualifications required to get leadership jobs in higher education institutions. This would greatly help in reducing the underrepresentation of women in institutions of higher learning as sometimes the institutions are willing to hire women but lack women with the necessary qualifications (Singh 2002 p 54). This can be achieved through the setting up of scholarship funds for women and improving the conditions of postgraduate studies to cater for the needs of women (Singh 2002 p 55). Already some universities have started implementing this and off er a variety of programs meant for women (Bethman, p 1) The institutions of higher learning should also come up with training programs and courses that target women to help improve their knowledge and leadership skills. These courses should focus on helping the women to improve their knowledge on a variety of issues on management which are applicable to higher education. They should also train women on developing plans which will enable them to effectively cope with their personal and professional lives which are both very demanding on the women (Singh 2002 58). These courses may just be short courses given to the female staff of various institutions or they may be integrated into degree programs to help the women. These courses help the women to effectively cope with management of higher educations institutions thus enabling them to effectively compete with the men. Summary and conclusion As outlined in the above paper women face a diverse of issues concerning their representation in institutions of higher learning. The men have dominated all the aspects of leadership in higher learning. Therefore the women need to be extra vigilant to ensure that they are effectively represented in all the education spheres. The women should not just expect favour from the government in order for them to get representation in these institutions. The women should arm themselves with the necessary knowledge which will lead to their elevation to leadership positions in institutions of higher learning. However, one important aspect, which one should note, is that the representation of women in all spheres of society is slowly increasing and in the future, it is expected that the number of women in various leadership positions will be equal to that of the men. Having more women in leadership positions will ensure that they are equally represented and the few do not lead the many as it continues to happen in the institutions of higher learning in the US. Due to the economic crisis facing the US, the problem of women being under represented is likely to be reduced as history has proven that drastic measures are usually taken during times that are considered hard. References Alemn, M., Renn, K.A. (2002). Women in higher education: an encyclopedia. CA: ABC-CLIO. Bethman, B. L. (N.d). College and university women leadership programs Accessed from nwsa.org/research/downloads/centerdocs/otherdocs/leadership.pdf. Chliwniak, L. (1997). Higher Education Leadership: Analyzing the Gender Gap Washington DC ERIC Clearinghouse on Higher Education. Retrieved from ericdigests.org/1998-1/gap.htm Dean, D. R., Bracken, S.J. and Allen, J.K. (2008). Women in academic leadership: professional strategies, personal choices. Virginia Stylus Publishing, LLC. Retrieved from https://books.google.com/books?id=TuDmMIghR4sCpg=PA74dq=women+leadership+in+higher+educationhl=enei=PBPmTMKnHsTHswalw7TBCwsa=Xoi=book_resultct=resultresnum=5ved=0CEUQ6AEwBA#v=onepageqf=false. Growe, R. (N.d). Women and the leadership paradigm: bridging the gender gap. Retried from nationalforum.com/Electronic%20Journal%20Volumes/Growe,%20Roslin%20Women%20and%20the%20Leadership%20Paradigm%20Bridging%20the%20Gender%20Gap.pdf. Gupton, S. L. (2009). Women leadership in the US: reflections of a 50 year veteran. Forum for public policy. Retrieved from forumonpublicpolicy.com/summer09/archivesummer09/gupton.pdf. Hartman, M. N.d. Women in power: A theoretical framework. (Attached material). Jones S.D. (2005). Leadership in higher education: influences on perception of black women. Retrieved from http://docs.google.com/viewer?a=vq=cache:To2h5mpsXygJ:www.vonfrederick.com/pubs/Leadership%2520in%2520Higher%2520Education%2520-%2520Influences%2520on%2520Perception.pdf+women+leadership+in+higher+educationhl=engl=kepid=blsrcid=ADGEESiBClEqHVXoMWGUYnbW4v8U5ki-YltHtqb-NEYxxeG7FMTaPH2Betdxe_PSZZWJFgDf1RWwIOoRcQgJUutwUi5P9FMMdLVRjdWOHeiFmqY-R-WNUsrI3wFjo3PB-n_kH20Mf8qqsig=AHIEtbS9OyfwcN_xeqSBSNBzIe3xFa9dVA. Rams ay, E. (2000). Women and leadership in higher education: facing international challenges and maximizing opportunities. Retrieved from http://docs.google.com/viewer?a=vq=cache:Woj9e_CaM4MJ:www.atn.edu.au/wexdev/local/docs/women_leadership.pdf+women+leadership+in+higher+educationhl=engl=kepid=blsrcid=ADGEEShZjMNRwI44GmRAXv4gJaHPUqFC6XRd3iGjnUVTewLMzzj64I4igykdFO7W4DHlKFBp9gyKOeteZUoof3S1apBcub8oRImUJy2Y_Aalu6bHxNNHUhNW9O4NOH-00tnxw7Fkf_GEsig=AHIEtbS9-KT9xSk_NpTF2wdrvEj8t5W4kQ. Singh, J.K. S. (2002). Women and management in higher education a good practice handbook. United Nations educational scientific and cultural organization (UNESCO). unesco.org/education/pdf/singh.pdf.

The Duma in Russian History

The Duma in Russian History The Duma (Assembly in Russian) was an elected semi-representative body in Russia from 1906 to 1917. It was created by the leader of the ruling Tsarist regime Tsar Nicholas II in 1905 when the government was desperate to divide the opposition during an uprising. The creation of the assembly was very much against his will, but he had promised to create an elected, national, legislative assembly. After the announcement, hopes were high that the Duma would bring democracy, but it was soon revealed that the Duma would have two chambers, only one of which was elected by the Russian people. The Tsar appointed the other, and that house held a veto over any actions of the other. Also, the Tsar retained ‘Supreme Autocratic Power.’ In effect, the Duma was neutered right from the start, and people knew it. There were four Dumas during the institution’s lifetime: 1906, 1907, 1907–12 and 1912–17; each had several hundred members made up of a mix of peasants and ruling classes, professional men and workers alike. Dumas 1 and 2 The first Duma was comprised of deputies angry at the Tsar and what they perceived as backtracking on his promises. The Tsar dissolved the body after only two months when the government felt the Duma complained too much and was intractable. Indeed, when the Duma had sent the Tsar a list of grievances, he had replied by sending the first two things he felt able to let them decide on: a new laundry and a new greenhouse. The Duma found this offensive and the relations broke down. The second Duma lasted from February to June 1907, and, because of the actions of Kadet liberals shortly before the election, the Duma was dominated by extremely anti-government factions. This Duma had 520 members, only 6% (31) had been in the first Duma: the government outlawed anybody who signed the Viborg Manifesto protesting dissolving of the first one. When this Duma opposed the reforms of Nicholass Minister of the Interior Pyotr A. Stolypin, it too was dissolved. Dumas 3 and 4 Despite this false start, the Tsar persevered, keen to portray Russia as a democratic body to the world, particularly trade partners like Britain and France who were pushing forward with limited democracy. The government changed the voting laws, limiting the electorate to just those who owned property, disenfranchising most peasants and workers (the groups who would come to be used in the 1917 revolutions). The result was the more docile third Duma of 1907, dominated by Russia’s Tsar-friendly right wing. However, the body did get some laws and reforms put into effect. New elections were held in 1912, and the fourth Duma was created. This was still less radical than the first and second Dumas, but was still deeply critical of the Tsar and closely questioned government ministers. End of the Duma During the First World War, the members of the fourth Duma grew increasingly critical of the inept Russian government, and in 1917 joined with the army to send a delegation to the Tsar, asking him to abdicate. When he did so, the Duma transformed into part of the Provisional Government. This group of men tried to run Russia in conjunction with the Soviets while a constitution was drawn up, but all that was washed away in the October Revolution. The Duma has to be considered a significant failure for the Russian people, and also for the Tsar, as none of them were either a representative body or a complete puppet. On the other hand, compared to what followed after October 1917, it had a lot to recommend it. Sources Bailey, Sydney D. Police Socialism in Tsarist Russia. The Review of Politics 19.4 (1957): 462–71.Briman, Shimon. The Jewish Question and Elections to the First and Second Duma, 1905-1907. Proceedings of the World Congress of Jewish Studies 1997 (1997): 185–88.Keep, J. L. H. Russian Social-Democracy and the First State Duma. The Slavonic and East European Review 34.82 (1955): 180–99. Walsh, Warren B. The Composition of the Dumas. The Russian Review 8.2 (1949): 111–16. Print.Walsh, Warren B. Political Parties in the Russian Dumas. The Journal of Modern History 22.2 (1950): 144–50. Print.

Nuclear Weapon Essay Example | Topics and Well Written Essays - 1500 words

Nuclear Weapon - Essay Example That was the first and last strategic use of the "dirty bomb" which left its permanent mark in the form of acute radiation sickness and many lost generations in Japan. Such a mass level of death was only achieved by the Nazi's or blood thirsty conquerors like Genghis Khan who killed indiscriminately and mercilessly. Wiping out the entire population of an enemy country has never been easier. Yet in the aftermath of the Hiroshima and Nagasaki saga the nations of the world woke up to the horrific nightmares of such a drastic strategic weapon use. The use of nuclear weapons was strongly opposed at an international level and nuclear weapons were reduced to their role as political weapons.2Today these weapons have become political instruments with their role in pressuring and dominating other states. Any state without nuclear weapons perceives itself to be "weak" in political negotiations. 3 However super powers like the US have not exactly forgiven their weaker counterparts i.e. those countries who have dared to show defiance by "possessing" nuclear weapons. An example is the recent destruction of Iraq due to its weapons of mass destruction and the threats of a US attack faced by Iran for its hidden weapons of mass destruction.4 Pakistan has never revived from its political instability , since the political turmoil which arose just after the former premier Nawaz Sharif's refusal to sign the CTBT. 5. Arguably the nuclear weapon has become a cultural instrument .The 20th century saw two world wars and many civil wars which reshaped and readjusted the entire world's geography ,history and politics. There was a culture of violence which involved the cowboy style elimination of any state which dared defy a super power. Thus it was a culture of achieving ends by means of mass destruction and bloodshed. The ease with which the "dirty bomb" eliminated the enemy population frightened the warring nations beyond their wits. This is evident from the fact that apart from a few civil wars and regional unrest, there has been no large scale warfare around the world. Now there is a culture of promoting peace and having peace talks as all nations secretly wonder what the other state might be hiding in its weapons arsenal. However another alarming development is the increase in the ambiguous nuclear arsenals and secret war exercises in deserts by many countries like Pakistan and Israel6.The events of the past decade have seen an increase in the strategic, political and cultural importance of nuclear weapons .With in all three of these contexts Nuclear Weapons have become a part and parcel of the defence culture and an important tenet of government and policy. It should be noted in the background that the increase in the availability of the weapons has not been left uncontrolled and unmonitored. In 1957 the IAEA (The International Atomic Energy Agency) was set up to promote peaceful development of nuclear power and also provide for its control and to counter the proliferation of such weapons with in the principles of public international law. The IAEA did indeed encourage peaceful use of nuclear applications and the CTBT (Comprehensive Test Ban Treaty) was a controversial issue of the mid-nineties which prohibited the testing of nuclear technology. Notoriously enough India and Pakistan refused to sign it, making South Asia a politically sensitive nation.7Since

Operations management of Tesco Essay Example | Topics and Well Written Essays - 1750 words - 16

Operations management of Tesco - Essay Example This paper illustrates that in the UK the largest food retailer is Tesco. It has around 2,318 stores across the world in different locations. In the UK itself, it has around 1,878 stores spread widely across in different parts of the country. Tesco also operates in Asia and Europe. The company headquarters is in Hertfordshire, in the UK. The online website of the company that is Tesco.com is completely owned subsidiary providing complete service through the online service. It also has two other different online platforms tesco.net and also tescodirect.com. Tesco gives its customer the option for both online and offline services. Tesco has both the type of customers external and also internal. The company has over 326,000 employees across all the stores of the company in the whole world. Tesco sells about 40,000 food items in its superstores along with apparels and also other items. It has its own products under three labels which are value, finest and normal. The company gets 50% of sales from its own products. The company has many stores with gas stations. It has become one of the major largest petrol retailers in the country. Tesco also has the service for personal finance as in joint venture with Royal Bank of Scotland. The company has over 3.4 million customers by providing various services, products and also financial services. The market share for grocery companies has grown in a huge way over the years. With the start of online retailing the retail market has taken a new look and the online market store has started to gain a lot of popularity in the market. Research done by Institute of Grocery Distribution (IGD), in the UK has found that the rate at which Tesco is growing is going to increase in the next few years. The growth of the company will increase at a high pace because of its online platforms that have customers to buy products online.

Prospects and Problems of Biomass Energy in a Future Global Research Paper

Prospects and Problems of Biomass Energy in a Future Global Sustainable Energy System - Research Paper Example The primary and major emission gas for Greenhouse Gases is carbon dioxide (CO2). When the carbon dioxide goes into atmosphere and changes the weather conditions, the bio-diversity will decrease through increase in temperature. Researchers suggest that biomass has the potential to become one of the major primary sources of energy in the centuries to come. It is believed that bio-energy systems would come out as the important contributors to future sustainable development in industrialized and developing countries. Carbon, hydrogen and oxygen are the basis of biomass. The energy sources that act in the derivation of biomass energy are garbage and wood. The other sources include landfill gases and alcohol fuels. One can convert biomass into some other forms of energy like methane gas or fuels for transportation. The other utilities from biomass include production of electricity. Sugarcane and corn are some of the resources of biomass energy. The raw material for biomass is much cheaper than other fuels. Probably the oldest source of energy after the sun is biomass. Sun is the source of energy for biomass. Almost half of the biomass used in the present times comes from burning of wood and wood scraps. The biggest user of biomass is industry followed by transportation (National Energy Education Development Project, 2009). Problems of biomass energy Biomass power can have its impact on the environment. Air pollution can be caused in using biomass as a fuel. Carbon dioxide, nitrogen oxides and some other particulates can be the forms of pollutants. A pollutant that is created by incomplete combustion of fossil fuel is black carbon which is held as the second largest contributor to cause global warming. The carbon is released into the atmosphere as carbon dioxide. When a carbon is released into the atmosphere it acts as a contributor in climate change. Even though there are some advantages accrued in using biomass fuels, yet it had not been the major source of energy i n everyday life. The traditional biomass energy was dependent upon combustion of woods and leaves. This sort of activity generated carbon into the atmosphere. Recent advancements in technology has reduced the cost of the process and increased the production of ethanol yield of switch grass. This will drive more profits as well as protect the environment. The production of biomass is possible only when crop is raised to serve the purpose of producing the fuels only. The process will use up land which could have been used for other purposes like the normal agricultural process. Scientists opined that these production processes will insert its tool in the ecosystem. This can also result in climate crisis. The production of biomass energy uses a lot of energy to harvest the crops. It requires more water and other fossil fuels to make the fertilizers for the plantation and harvesting processes. It is also difficult to collect biomass. There is also constraint on the availability of bioma ss all round the year. The major constituents of biomass energy production are wheat, barley and corn and they are seasonal crops. Their availability is limited in certain seasons of the year. The source of producing biomass is expensive. Although the fuels of biomass are renewable sources but one cannot find a reduction in the levels of emission. Some amounts of pollutants that are harmful are produced by bio-fuels. This is known as fossil fuels.

Understanding IT security and its impact to organizations Research Paper

Understanding IT security and its impact to organizations - Research Paper Example This research aims to evaluate and present Information Technology Security before the onset of mandatory regulatory compliance is considered a feature that is nice to have amongst companies. One of the primary considerations of the luck luster implementation of Information Technology Security is the cost associated in setting up even the most basic IT security configuration, the cost of ownership including its maintenance and management. However, the growing sophistication of crimes related to information obtained from records stored in computers or Information Technology Infrastructure in general elicited a second look from stakeholders. Crimes such as identity theft and the funneling of large amount of money from one account to another have made Information Technology Security not only a cause of concern but rather the primary focus of congressional inquiries. The staggering amount of money involved may have caused the collapse of some companies if not the IT security threat have b ecome the catalyst that started its demise. The cost of building the records of the company after a viral attack that deleted its entire archive is nothing compared to the losses that could set in if historical records of payments are not properly reconstructed. The cost of actual damages to clients that have become victims of identity theft because of negligent practices of safe keeping of records of a company’s clientele may include civil liabilities that can ran up to hundreds of millions and billions of dollars if put together. Information Technology Security Systems has been considered at the onset as a means to catch people with nefarious intent after they have committed the felonious act. It should be noted that the crime has already been committed in this instance. However, an in-depth study of this discipline with the implementation of a good Information Security Management System can be used to catch on the act, discourage and prevent Information Technology related crimes. The implementation of established frameworks of Information Security Management Systems combined with technology can be considered as a potent means of protecting organizations against white collar criminals. The potency or effectiveness of these Information Security Management System frameworks was even recognized by the United States Congress as a testament to its effectiveness. The frameworks have considered the employment of human assets, technology and organizational framework through the implementation of policies and procedu res to fight any attempts to circumvent the

HOLLYWOOD MELODRAMA IN EUROPEAN FILMS Essay Example | Topics and Well Written Essays - 2000 words

HOLLYWOOD MELODRAMA IN EUROPEAN FILMS - Essay Example After 1960, European cinema took itself to a new level by addressing to new and better class audiences. It also started deviating from the paradigm set by Hollywood regarding classical narrative cinemas. Melodrama first appeared in Hollywood during the era of pre- Hollywood silent cinema. During those times, it was equated with the subcategory of ‘woman’s film’ which invited female criticism on women’s ‘subaltern’ status. During the decade from 1970- 1980, European cinematic discourse took a different turn. It paved the way for â€Å"revalorization of the affective†. Through her works, Linda Williams led the way. This new way required placing of emotions in a broad category. She is also credited for taking the melodramatic genre beyond family melodramas or women – centric stories. As compared to European movies, the melodramatic movies of Hollywood contained â€Å"semiotic, psychoanalytic or ideological structures†. Melodra matic movies, in opinion of (LANDY, 1991, p. 19- 20) carried different interpretations. Groups supporting different film movements differ in opinions. In most parts of the Western Europe, as well as in Hollywood, realist melodramatic movie gained popularity. Society and social issues were the chief subjects of these movies. Melodrama, as a theatrical genre of Hollywood emphasizes more on subjectivity of emotions over social commentary. Everything related to emotions is externalized and presented in form of gestures (Deleuze and the cinemas of performance: powers of affection, 2008, p. 71). Music has played one of the most important roles when it comes to theatrical melodramas of nineteenth century. This tradition has remained unchanged even in twenty -first century. Thus, present day melodramatic movies bear subtle impression of traditional functions and conventions of music (Reay, 2004, p. 6). Conventions of Hollywood melodrama In European movies Since 1920, European cinema has set for an enterprise to have an individual identity and disassociate itself from Hollywood. Though the goal was achieved to a certain degree by countries like Germany, France and Italy, European cinema could never come out fully from Hollywood domains (Dyer and Vincendeau, 1992, p. 8). Chief notions of melodramas in Hollywood are- art is primarily used for criticism, domestic tragedy is a sub- genre of melodrama, virtuous characters suffer throughout the discourse it s worth noticing that, degree or possibility of suffering does not depend on person’s nature. Also, absolute happiness portrayed through characters are not practical in certain cases as in real life sufferings are inevitable. Lastly, the main character represents the entire population having similar problem. He or she stands for a whole mass seeking to change the course of actions or an entire system. Before ceasing its existence, melodrama in European film was deeply influenced by generic iconographies of Hollywoo d. General subject matters, perceived from a broader point of view were considered for producing melodramas. Hollywood’s influence could then be felt in European cinemas as the producers and directors made use of conventional Hollywood devices like â€Å"peplum files, historical swashbucklers, biblical epics and exotic adventure. All these were modifies and conditioned according to

Right to Refuse Treatment Research Paper Example | Topics and Well Written Essays - 1500 words

Right to Refuse Treatment - Research Paper Example The right to refuse treatment is now well established for some kinds of patients, especially in cases of psychiatric treatment. Different states have adopted various procedures of addressing the right to refuse treatment and for the overriding of this refusal. Oregon's administrative procedure for override depends on an evaluation by an independent examining psychiatrist. Every state has laws governing the right to refuse medical treatment and advance directives about this right. It is essential for nurses to ensure that they are familiar with the legislations of their state. There is a complex relationship between the right to refuse treatment and the right to treatment. The Right to refuse treatment includes the right to refuse involuntary hospitalization. (Godard, Bloom, Williams, and Faulkner, 1998) More often than not, Nurses find themselves in the front line when the situation arises to deal with patients that refuse medication or treatment. Evidently, a voluntary patient has the right to refuse treatment and must not be treated against his or her consent, with the exception being in situations in which the patient becomes actively to others or to himself. The right to refuse treatment is closely related to the rights of the Mentally Disabled Persons, and every Nurse is required to be familiar with the guidelines laid down in the laws of the State in which they practice, so that they can administer medications properly to committed patients as well involuntary patients. Within the last 30 years, there has been a shift in opinion concerning patients’ right to make their own medical treatment decisions.

HOLLYWOOD MELODRAMA IN EUROPEAN FILMS Essay Example | Topics and Well Written Essays - 2000 words

HOLLYWOOD MELODRAMA IN EUROPEAN FILMS - Essay Example After 1960, European cinema took itself to a new level by addressing to new and better class audiences. It also started deviating from the paradigm set by Hollywood regarding classical narrative cinemas. Melodrama first appeared in Hollywood during the era of pre- Hollywood silent cinema. During those times, it was equated with the subcategory of ‘woman’s film’ which invited female criticism on women’s ‘subaltern’ status. During the decade from 1970- 1980, European cinematic discourse took a different turn. It paved the way for â€Å"revalorization of the affective†. Through her works, Linda Williams led the way. This new way required placing of emotions in a broad category. She is also credited for taking the melodramatic genre beyond family melodramas or women – centric stories. As compared to European movies, the melodramatic movies of Hollywood contained â€Å"semiotic, psychoanalytic or ideological structures†. Melodra matic movies, in opinion of (LANDY, 1991, p. 19- 20) carried different interpretations. Groups supporting different film movements differ in opinions. In most parts of the Western Europe, as well as in Hollywood, realist melodramatic movie gained popularity. Society and social issues were the chief subjects of these movies. Melodrama, as a theatrical genre of Hollywood emphasizes more on subjectivity of emotions over social commentary. Everything related to emotions is externalized and presented in form of gestures (Deleuze and the cinemas of performance: powers of affection, 2008, p. 71). Music has played one of the most important roles when it comes to theatrical melodramas of nineteenth century. This tradition has remained unchanged even in twenty -first century. Thus, present day melodramatic movies bear subtle impression of traditional functions and conventions of music (Reay, 2004, p. 6). Conventions of Hollywood melodrama In European movies Since 1920, European cinema has set for an enterprise to have an individual identity and disassociate itself from Hollywood. Though the goal was achieved to a certain degree by countries like Germany, France and Italy, European cinema could never come out fully from Hollywood domains (Dyer and Vincendeau, 1992, p. 8). Chief notions of melodramas in Hollywood are- art is primarily used for criticism, domestic tragedy is a sub- genre of melodrama, virtuous characters suffer throughout the discourse it s worth noticing that, degree or possibility of suffering does not depend on person’s nature. Also, absolute happiness portrayed through characters are not practical in certain cases as in real life sufferings are inevitable. Lastly, the main character represents the entire population having similar problem. He or she stands for a whole mass seeking to change the course of actions or an entire system. Before ceasing its existence, melodrama in European film was deeply influenced by generic iconographies of Hollywoo d. General subject matters, perceived from a broader point of view were considered for producing melodramas. Hollywood’s influence could then be felt in European cinemas as the producers and directors made use of conventional Hollywood devices like â€Å"peplum files, historical swashbucklers, biblical epics and exotic adventure. All these were modifies and conditioned according to

Evaluate Is Acceptance Model Essay Example for Free

Evaluate Is Acceptance Model Essay There are many models have been developed to understand the factors affecting the acceptance of computer technology such as Theory of Reasoned Action (TRA) (Fishbein Ajzen, 1975, Ajzen Fishbein, 1980), Theory of Planned Behavior (TPB) (Ajzen, 1985, 1991), Technology Acceptance Model (TAM) (Davis, 1989), Decomposed Theory of Planned Behavior (DTPB) (Taylor Todd, 1995), and Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003). TRA proposes that individual beliefs influence attitudes which will create intentions that will generate behavior. There are two major factors that determine behavioral intentions which are the person’s attitude toward the behavior and subjective norms. Attitude toward the behavior refers to the person’s judgment that performing the behavior is good or bad according to his or her belief. While the subjective norms are a function of normative beliefs that reflect the person’s perception of social pressures put on him or her to perform or not to perform the behavior in question. TRA model TPB is an expansion of the TRA. TPB includes the construct, perceived behavioral control to measure and account for the extent to which users have complete controls over their behavior. Perceived behavioral control relates to the extent to which the person believes that she or he has control over personal or external factors that may facilitate or constrain the behavioral performance. TPB model TAM pioneered by Davis advances the TRA by postulating that perceived usefulness (PU) and perceived ease of use (PEU) are key determinants that lead to the actual usage of a particular technology or system. Perceived usefulness is the degree to which an individual believes that using a particular system would enhance his or her productivity while perceived ease of use is the degree an individual believes that using a particular system would be free of effort. TAM model DTPB was formulated through combination of both TAM and TPB, which was intended for providing better understanding of behavioral intention by concentrating on the factors that are likely to impact systems use. This model explores dimensions of subjective norms and perceived behavior control through decomposing them into particular belief perception whilst constructs from the innovation characteristics has also been regarded as the basis of DTPM formulation. DTPB also offer a clearer understanding of behavior and behavioral intention by giving detailed information about impacts of normative and control beliefs over system usage. DTPM model UTAUT had synthesized the eight prominent user acceptance models including the TRA, TAM, the motivational model (MM), TPB, a model combining the technology acceptance model and the theory of planned behavior (C-TAM-TPB), the model of PC utilization (MPCU) (Ronald et al., 1994; Thompson Higgins, 1991), the innovation diffusion theory, and the social cognitive theory (SCT) (Compeau et al., 1999 and Compeau Higgins, 1995). This model was formulated with four core determinants of intention and usage including performance expectancy, effort expectancy, and social influence and facilitating conditions and also with up to four moderators of key counting gender, experience, age and voluntariness of use. However, the authors argue that in order to strengthen this model, the culture also need to take consideration since different culture can affect the acceptance behavior among user towards the computer technology. UTAUT model There are more theories that had been developed and many variables had used to evaluate the IS/IT acceptance rate. For example, the interactive model of technology acceptance and satisfaction (IMTAS) which integrate the user satisfaction with and user acceptance of IT. This model expands user satisfaction and user acceptance into SME sector simultaneously as two basic constructs of system usage behavior (as the key measure of IT success) while addresses specific characteristics of SMEs such as resource constraints, management method and direct interaction of SME users with external environments. Base on this model, user satisfaction can be influenced by user involvement, system quality, and information quality. High quality of information and system enable the user to produce good decision making, hence, increase the user satisfaction. However, user involvement is the key determinant of user satisfaction since high user involvement allow the user  involve in major area of the system which this give the user opportunity to enjoy most of the benefits of the system. User satisfaction will increase the usage of the system and the usage will be even higher if the system has high user friendliness. Another key determinant that influence the system usage in SMEs is user computer competence. User computer competence can be enhance through providing training by assuming that assistance of SMEs’ external environment have a crucial impact on the success of newly implemented IS by increasing SME user acceptance and satisfaction since SMEs are typically suffering from lack of resources such as internal expertise, knowledge and user skills. The training can influence the perceived ease of use and perceived of usefulness among user, hence, influence the user attitude and intention which than influence the actual usage of a system in SMEs.

The Importance Of Observing Children Children And Young People Essay

The Importance Of Observing Children Children And Young People Essay This report discusses and evaluates the role of observation within an education setting. Section 1 details the importance of observing children followed by an evaluation of a range of observational techniques. Section 2 looks at the background of the child being observed in the report whilst section 3 makes reference to the appendix which contains 3 observations demonstrating a range of observational techniques. Section 4 contains an analysis of the childs learning and developing needs. Section 5 makes recommendations to inform the future practice of the setting and its practitioners whilst section 6 reflects on the practitioners role in the observational process. Section 1 : The Importance of observing children. Observation is a fundamental and crucial aspect of the practitioners role and enables them to understand children as learners and as individuals. Observations are an invaluable source of information which allows the practitioner to plan a more appropriate curriculum that supports childrens development according to their individual needs. It is an integral part of the assessment and planning cycle. Observations involve watching children play and take part in activities both inside and outside the classroom. Observations allow the practitioner to acquire knowledge and understanding of what is interesting and motivating to children both as individuals and as groups. Children respond differently to activities, experiences, and areas of provision. They acquire skills, learning styles, friendships, and behavioural patterns which are individual to each child. Observations give the practitioner an opportunity to record this type of information as well as aiding them in determining where the child is on the learning continuum and highlighting any difficulties they may have. This information can have a very positive impact on childrens learning when used effectively in informing the planning process. Observations give vital information regarding the effectiveness of provision. The development of areas within an educational setting takes into account their success with the children that use them. Observations are integral when evaluating such areas as they give a true record of how the children use the area and the effectiveness of it. Childrens behaviour, comments, body language and interactivity with their peers and practitioners give an invaluable insight into the effectiveness of the provision. Practitioners are responsible for facilitating a childs learning. Observations allow the evaluation of the effectiveness of the practitioners role and can inform a practitioner of their professional developmental needs. The planning process takes into account the needs of each individual child and this process is informed through the analysis / assessment of the observations carried out by the practitioner. Without such observations it would be an impossible task to ensure that the planned activities of the setting, the areas of provision, and the methods used by the practitioner were meeting the individual needs of each child. Such is the importance of observation. As Sharman, Cross and Vennis (2007, p.9) state, children and young people are unique and to be aware of their qualities we need to take an interest in what they are doing, listen to what they are saying, learn from what they are telling us. Evaluation of a range of techniques. There are several different techniques that the practitioner may use when observing children and areas of provision. The observation method used will normally be determined by the purpose of the observation. Observation methods include narrative / free description, checklist / pre-coded, time sampling, event sampling, tracking, pie / bar charts, histograms and sociograms. Practitioners may carry out observations as either a participant or a non-participant observer. Each method of observation uses different techniques which may be more suited to observing particular characteristics or behaviours. Free Description / Narrative : Free description or narrative observations involve watching a particular child or group of children or indeed an area of provision. The free description observation should record the name of the child, children or area being observed along with the date, time and name of the person carrying out the observation. Clear aims and objectives must be set prior to the start of the observation and should be detailed on the observation sheet. The practitioner should possess a sound understanding of the purpose of the observation and the benefits associated with it to help ensure that it is completed appropriately. It is important for the practitioner to decide whether they should observe as a participant or a non-participant. The practitioner should be aware of the affects their involvement may have on a childs behaviour if observing as a participant. Similarly, when observing as a non-participant it is very important for the practitioner to draw as little atten tion to themselves as possible. The observation should also contain a conclusion and an evaluation of what has been recorded. Recommendations should then be made to move the childs learning forward. The practitioner records information in the present tense detailing what they observe as they observe it. This is done over a pre-set period of time which may be changed during the observation if deemed necessary. The practitioner should be mindful of the importance of remaining objective when recording details of the observation. It is important for them to ensure that personal opinions, experiences and / or prejudices do not affect their judgement. Each practitioner will however have their own perspectives and therefore it is good practice to use all practitioners within a setting to carry out observations over a period of time. This will help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. Free description observations may be difficult to record as the practitioner may need to write a lot of information down in a short amount of time. There is the potential to miss important information. The practitioners judgement may be influenced by outside factors. Checklist / Pre-coded : Checklist or pre-coded observations may be set out in a variety of formats and are normally lists of particular skills within an area of learning. They require planning and preparation prior to the observation being carried out. Information about one child or a group of children can be recorded using the checklist or pre-coded method. Checklists or pre-coded observations should contain the name and age of the child, the number of adults and children present, the activity being observed, the area where the activity takes place, and the aims and objectives of the observation. The purpose of the observation influences the information contained within the checklist. For example, an observation with an aim of determining the fine motor skills of a particular child may contain such statements as: can hold a pencil with tripod grip or can control a pencil. (WAG, 2011, p.9) These skills may be given a code to aid the practitioner carrying out the observation to complete it more easily. This would be particularly helpful when observing a number of children at the same time. Checklists can also be used to record activities and their progress. It is vital to continuously refer to the aim of the observation when preparing the assessment criteria for the checklist. The practitioner should ensure that the criteria are both relevant and appropriate in aiding the assessment and analysis of a specified purpose. For example, the practitioner must ensure the criteria is age appropriate and provisions available to the child support the skill being observed. As with the free description observation it is extremely important for the practitioner to remain objective. All practitioners should perform similar observations to help ensure that the information acquired will be balanced and provide a fuller picture of the child, children or area being observed. It is good practice for a particular skill or behaviour to be observed several times before an overall judgement is made. The observation should include a conclusion and an evaluation of the recorded information and recommendations should be made. Checklists and pre-coded observations can be restrictive as they require a simple yes, no or nearly answer to each criteria. The information recorded may not contain much detail or background information of the child. Time sampling : Time sampling is a technique that requires the practitioner to observe the child, children or area over a matter of time. It can be used to monitor behaviour, social interactions and dynamics within groups, language skills, and usage of areas of provision. Time sampling observations can be completed using written descriptions or pre-coded criteria. The practitioner should remain objective when completing the observation and a variety of staff should complete similar observations to ensure reliability. It is also important for the practitioner to be aware of their involvement and the affect this may have on the child or children being observed. This type of observation is very adaptable and can be changed to suit the individual setting. It is a quick method for recording information. It can be used for individuals and groups. There is no requirement for a background knowledge of the child. Time sampling observations do have some disadvantages. They provide information which can be time consuming to analyse. This type of observation may need to take place over a long period of time. There is a possibility that something significant may be missed if it does not happen within the observation time scale. Tracking : Another method of observing is tracking. Tracking can be used to record a childs movements within the setting as well as the time they spend on a particular activity. It is an appropriate method of highlighting the areas of provision a child has a preference for along with the way in which the area is used. Prior to the observation taking place the practitioner should complete a plan of the area and consider how they will record the movements of the child. A code may be used to aid with this. Times may be recorded if required. If it is necessary to record skills this can be done separately. Tracking is advantageous as it can be used in any area of the setting, both indoors and outdoors. It supports the foundation phase curriculum which requires the usage of the outdoors as part of the childs learning and involves less structured, more independent play. It can indicate more popular areas and provisions which allows the practitioner to see the preferences of the child and gives them the opportunity to adapt their planning to suit the childs needs. It can also indicate the attention span of a particular child. Tracking can become quite difficult if the practitioner has to track more than one child at a time. The plan may become untidy and hard to follow if the child visits lots of areas. Tracking is not particularly informative for outside professionals. A detailed description of the childs movements may not be recorded and information can be limited. Sociogram : Sociograms focus on social development. It shows how the child interacts with other children and adults and can demonstrate their popularity. Social observations can quickly show the social development of children. This information can be used by the practitioner to plan activities and experiences to further develop the childs social development. Sociograms, however, do not describe the reasons why something has happened. They only detail what has happened. Event Sampling : Event sampling is used to observe when an event has taken place. This type of observation can be used to record a childs behavioural or emotional development. It can record any event and includes information detailing how and why the event has occurred. This type of observation can help the practitioner to analyse the cause and effect of certain relationships. The data collected may be produced as a chart making it easier for the practitioner to analyse. Event sampling is not suitable for observing infrequent behaviour and only records the specific behaviour as detailed in the aim of the observation. The recorded data may be misinterpreted as the observation may not record any preceding behaviours. Event sampling can be used within an early years setting as it is adaptable and it provides evidence of a particular behaviour. Pie / bar charts : Pie or bar charts can be used to give a visual representation of information recorded by the practitioner. It is an effective method to use with both individual children and groups and makes data easy to read. This type of observation is suitable for early years settings as it is very adaptable and can be used to record information such as: areas of provision used by girls or boys both indoors and outdoors (highlighting childrens preferences), which children participate in a particular activity (e.g. physical), or what children eat during snack time. This information can then inform a settings planning to make it more suitable to the children. Pie or bar charts do not indicate why a particular event has taken place, only that it has happened. They may require a longer set up period than other types of observations and data may be more difficult to interpret. Histogram : Histograms can be used to plot the development of a child over a given period of time. The information gathered is detailed on a bar graph where each type of activity is shown in a continuous fashion. Histograms allow the practitioner to focus on a particular behaviour over a longer period of time. As with sociograms and pie / bar charts, histograms show that a particular behaviour has occurred but does not give the reason why it has happened. Other types of observation may require slightly different formats. Samples of work are sometimes included for assessment purposes. Photographic and video observations are an effective way of documenting the childs learning process. Photographs should always be annotated or cross-referenced to relevant written observations. Practitioners should request written parental permission for using photography and video devices to record and document childrens learning. Section 2 : Background to the individual child. The child is 2 years and 3 months old. She has attended the setting since the beginning of September 2012. She attends 5 morning sessions per week for 2.5 hours each session. She has 1 sibling which is 3 months old. The childs mum has informed staff that since the arrival of the new baby the childs behaviour has become much worse than it was previously. The child has exhibited such behaviour as biting, kicking, hitting, pushing, and screaming when she is at home and also outside. This behaviour is displayed when the child does not get what she wants. The child lives on a council owned estate which is within a Communities First area. Communities First is a community focused programme that supports the Welsh Governments Tackling Poverty agenda. It supports the most disadvantaged people in the most deprived areas with the aim of contributing to alleviating persistent poverty. Communities First works alongside other programmes with an aim of narrowing the education/skills, economic and health gaps between the most deprived and more affluent areas. (http://wales.gov.uk) The area has also been highlighted as a Flying Start area. Flying Start is the Welsh Government targeted Early Years programme for families with children under 4 years of age in some of the most deprived areas of Wales. The core elements of the programme are drawn from a range of options that have been shown to influence positive outcomes for children and their families. These include free quality part-time childcare for 2-3 year olds, an enhanced health visiting service, access to parenting programmes, and early language development. (http://wales.gov.uk) The childs place at the setting is fully funded by the Flying Start Programme. The childs mum does not work and is at home with the children during the day. The childs dad works full time during the week and spends evenings and weekends at home. The childs mum has informed staff at the setting that the child has many cousins. The child sees them on a regular basis. The child is not able to share or take turns with other members of her family and frequently exhibits the inappropriate behaviour mentioned above. Section 3 Evidence of 3 observations using different techniques. Appendix 1 evidence of a free description observation. Appendix 2 evidence of a time sample observation. Appendix 3 evidence of an event sample observation. Analysis of the childs learning and developing needs. Child As mum informed staff at the setting that she does not share or take turns and exhibits inappropriate behaviour when she does not get what she wants. Mum has noticed that Child As behaviour has worsened since the arrival of their new baby. As Dowling (2005, p.105) states, we expect a child to show mixed behaviour when faced with the excitement, but also the threat of a new baby in the family. The free description observation highlighted the behaviour of Child A when she was placed in a position of taking turns and sharing a toy. Child A was observed snatching a doll from child B whilst playing in the home corner of the setting. When Child C tried to push the pushchair which was being played with by Child A, Child A began to scream and pinched Child C on the face. Following a discussion with a practitioner within the setting Child A apologised to the affected parties however, Child A was then observed a short time later displaying the same behaviour. As Dowling suggests children aged 2 2.5 years old are still developing their sharing and turn taking skills. They need to be encouraged and given opportunities to practice these skills through carefully planned activities. Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. The time sampling observation was carried out 1 week after the free description observation. Child A displayed similar behaviour during this observation as they did during the free description observation. Child B was playing with a plastic box in the maths area. Child A had attempted to take the box from Child B and when she was not given the box Child A hit and pinched the arm of Child B. Child A looked around the setting and made eye contact with one of the assistants. Child A lowered her head and looked at the floor. After the practitioner spoke to Child A she apologised to Child B. With help from the practitioner Child A collected a sand timer and waited until the sand had finished running into the other side. Child A was prompted to ask Child B if she could have her turn with the box. Both children complied with the practitioners requests and received praise. Child A smiled and took the box to the carpet area where she had her turn to play with it. As Sharman, Cross and Venice (2000, p.130) states the developmental milestones indicate that a child aged 2 2.5 years is egocentric. They see the world from their point of view. They are not able to share and will hold onto things with determination. Child A is not able to take turns. She is not prepared to wait for her turn. Child A exhibits inappropriate behaviour when she is not given what she wants when she wants it. Child A is able to apologise when supported by a practitioner. She is also able to wait for her turn when supported by a practitioner and a visual timing device which in this case was a sand timer. The third observation was an event sampling observation. This was carried out 2 weeks after the initial free description observation. The observation recorded the behaviour and social interactions of Child A during a morning session. Child A displayed inappropriate behaviour at several times during the day and in several areas of the classroom. She took what she wanted without asking and screamed when a child tried to take an item back or when they tried to take something that she was already playing with. Child A did not speak very much to the other children or to the practitioners in the setting. She apologised when prompted to do so by a practitioner. Child A was not always responsible for the incidents that took place. As Dowling (2005, p.108) says before children start to regulate their behaviour they must begin to learn about cause and effect. Children need to be able to empathise to understand how others feelà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Recommendations to inform future practice. The first observation which was a free description concluded that Child A was not able to share. Child A showed very little understanding of this concept. She exhibited inappropriate behaviour to her peers when presented with a sharing situation. It is important for practitioners to understand how frustrating it can be for young children to share and to understand the concepts. The ability to share is developed over a period of time. Young children find it difficult to understand how others feel as they are not yet able to empathise. Having more than one type of toy can be beneficial for young children as it gives them an opportunity to play in parallel with the same type of provision. Where possible, more than one of each provision should be made available to the children in each area of the setting. As Fisher (1993, p.29) states appropriately resourced and supported, child-initiated activity can bring about some of the most creative and innovative learning in the classroom Planning activities which encourage turn taking will allow the child to practice this skill and would also allow them to begin to realise that they will have their own opportunity to play with a particular item. The second observation, time sampling, concluded that Child A cannot communicate her needs appropriately. Child A has not yet learnt to ask for what she wants. Instead she exhibits inappropriate behaviour such as pinching. Child A is able to apologise to the affected party when prompted to do so by one of the practitioners. She is also willing to wait for her turn when supported by a practitioner and a visual aid demonstrating a set amount of time a sand timer. Encouraging Child A to ask for a particular item and rewarding her with praise when she does will reinforce to the child that it is appropriate behaviour. Skinner suggests that reinforcement of a particular behaviour will prompt a repeat of the same behaviour at a later time. Sharman, Cross and Vennis (2007, p.11) state, children need adults to notice their achievements and provide an environment to support their further development. Games such as dominoes or snap cards will strengthen and support turn taking skills. Other activities which encourage turn taking will allow the child to decide when they have finished playing with a piece of equipment. Some children may be happy to give the item to someone else when they feel they have finished using it. The third observation, time sampling, recorded some similar behaviours as the previous observations. Child A was not able to take turns when using the pencils. It also provided evidence that Child A is able to carry out some instructions such as tidying up. Child A was following an instruction and putting the cars away. She snatched one from another child to put it in the appropriate box. Child A was not able to ask for the car and just took it. Child A was also not able to share the parachute and she screamed when another child tried to hold it. Where a child is not able to take turns, the practitioner should support them by explaining why they should take turns and will use an item to display a set amount of time, for example, a sand timer. Whilst a child waits for their turn the practitioner should support them by suggesting an activity to do. The practitioner will give the child simple choices to allow them to choose an item, game or activity for themselves and this will allow them to feel that they have made their own choice. Reflect on your role in the observational process. Through observations the practitioner is able to learn what the children know, evaluate their needs and plan appropriately to facilitate their learning. Staff training is an integral part of the settings self-evaluation process and allows the practitioner to consider the importance of observing children and developing the necessary skills. The practitioner will organise an allocated observation time and is more aware of the need for incidental observations. The practitioner has a better understanding of the importance of gathering information from a range of contexts, both inside and outside the setting. Observations should be a constant source of vital information concerning both the childrens and the settings development. They should form a fair, rounded and holistic record over a period of time. The practitioner will address their observations during the settings weekly planning meeting and will share information between practitioners. The practitioner further understands the need for the effective implementation of observations and their impact on the future planning of the setting to facilitate the learning needs of all the children. As Fisher (2000. P.19) says, ensure that the planned curriculum is appropriate. This leads to planning that is tailor-made for each child because the foundations of learning are unique. The evaluation of the setting which involves all staff helps to ensure that the learning environment supports children in initiating their own learning. The practitioner is fully aware that observations must be fed into the assessment process for individual children. Parents will be further encouraged to contribute to observations through informal and formal discussions with the practitioner. Proformas will be used to ensure consistency of information within each type of observation. Photographic evidence will be annotated to support observations to document the childrens learning. Sharman, Cross and Vennis (2007, p.2) cites the work of CACHE (2005) who states that play workers exist to support childrens natural play and they do this by creating spaces where play can happen. Then they unobtrusively observe, intervene very occasionally, and then reflect on what they have seen and done. Appendices. Appendix 1 Observation 1 : Free Description / Narrative. Date : 23rd October 2012 Time Commenced : 09:40 Time Completed : 09:45 Number of Children : 3 Area : Ty Bach Twt Name of Child : Child A Age : 2yrs 3mths Aim : To observe the behaviour of Child A during free play. Objectives : To observe and record Child As ability to share. Child A is playing in the home corner of the setting with 2 other children. Child A snatches a doll from Child B. Child B does not attempt to take the doll back. Child A puts the doll in a pushchair. Child C takes hold of the handles of the pushchair and tries to push it. Child A begins to scream and grabs the handles of the pushchair. Child A pulls the pushchair away from Child C. Child C keeps hold of the pushchair. Child A keeps one hand on the pushchair and uses the other hand to pinch Child C on the face. A practitioner intervenes at this point. The practitioner speaks to Child A. Dont do that. It isnt nice. You mustnt pinch. It hurts. Child B was playing with the doll. Can you give the doll back to child B please. Would you like to play with this doll instead? Child A lowers her head. The practitioner asks Child A to look at her. Child A does not respond. The practitioner asks Child A to look at her again. Child A makes eye contact with the practitioner. P-Can you give the doll back to Child B please. You can play with this doll if you want to. Child A gives the doll back to Child B. P-Can you say sorry to Child B for snatching the doll? Child A Sorry. P-Da iawn Child A. You can have a turn of that doll when Child B has finished playing with it. P-Child C wants to play with the pushchair with you. He is your friend. You will make Child C sad if you pinch him. Can you say sorry to Child C please for pinching him. Child A Sorry. P-Da iawn. Merch dda. Can you push the baby together? Thats a nice thing to do. Maen neis i rannu. Child A nods. Child A and Child C push the pushchair across the room. Child A grabs Child Cs hands and pinches them. Child C lets go of the pushchair and Child A runs across the room with it. The same practitioner intervenes. Conclusion : Child A wanted to play with a doll that was being played with by Child B. Child A snatched the doll from Child B and did not ask if she could play with it. When Child C attempted to use the pushchair that Child A was playing with, Child A screamed and pinched Child C on the face. Later, Child A agreed to allow Child C to push the pushchair with her, but after a very short period of time Child A pinched Child Cs hands. Child A ran across the room with the pushchair when Child C let go of it. Evaluation : Child A is not able to share or take turns. She does not communicate appropriately with her peers when she wants to play with something. She is not able to wait until the other child has finished playing with the item before taking it. Child A is able to apologise when supported by a practitioner. Recommendations : Give opportunities to practice sharing and turn taking skills through carefully planned activities. Encourage the child to share and remind them that it is nice to share with their friends. Give immediate praise when child shares or takes turns. Appendix 2 Observation 2 : Time Sampling. Date : 2nd November 2012 Time Commenced : 10:20 Time Completed : 10:27 Number of Children : 2 Area : Maths Area Name of Child : Child A Age : 2yrs 3mths Aim : To observe a target child interacting with a child of similar age whilst playing in the maths area. Objectives : To observe and record Child As social interactions. Child A has just entered the maths area and looks at the jigsaw puzzles on the table. Child A approaches the table and starts to take the pieces out of the jigsaw. Another child is already playing in the area. Child B takes a plastic box from a shelving unit and begins to shake it. Child A looks at Child B and the box. Child A approaches Child B and attempts to take the box from her. Child B does not allow Child A to take the box. Child A hits Child B on the arm then pinches it. Child B starts to cry. Child B continues to hold the plastic box. Child A looks around the setting and makes eye contact with a practitioner. Child A lowers her head and looks at the floor. Child A lets go of the plastic box. The practitioner walks over to Child A and kneels down. The practitioner asks Child A to look at her. Child A does not respond. The practitioner again asks Child A to look at her.