Total Quality Management and Continuous Improvement †Free Samples

Question: Examine about the Total Quality Management and Continuous Improvement. Answer: Presentation All out quality administration is the device to improve the current nature of the business by utilizing the new strategies and intend to convey the excellent administrations and items to customers. In this report, OCBC Bank Singapore has been mulled over. It is over ocean Chinese Banking Corporation, recorded in Singapore which is reliably trying towards giving banking and money related administrations to customers. The OCBC Bank has been following a few all out quality administration standards to expand its general results and viability of administrations. A focal point of clients This TQM standard spotlights on expanding the customers fulfillment by offering best quality banking and monetary administrations to customers. The procedure group of OCBC Bank needs to centers around recognizing the key issues for improving the credit freedom process. The principal activity plan is execute legitimate digital registering framework which could facilitate the documentation procedure and get the learn leeway process inside simply thirty minutes. Another activity plan is organize appropriate help talk staff. They will assist customers with understanding the worry of the business (Valmohammadi, Roshanzamir, 2015). Top administration backing and bearing This TQM rule centers around expanding the general contribution of the administration in the work procedure arrangement of bank (Madanat, Khasawneh, 2017). It is viewed as that the primary activity plan is direct the gathering on pitifully premise. It is broke down that supervisory crew need to examination all the inner and outside components of business and with the correct gathering program. Top administration needs to consider all the busienss choices by embraced the goals and meeting plan program. What's more, Top administration could likewise coordinate their workers through the day by day plan program. It could be imparted to all the representatives through the intranet program. These both activity plans would help OCBC bank to expand the nature of its work program. Worker association The representative contribution centers around the interest of workers in the business choices. Workers have the center information on the busienss program. This guideline could be executed in the worth procedure of OCBC by following two activity plans. First is identified with permitting representatives to go to the regular gathering of organization. It will permit them to place their issues before the administrator. The subsequent activity plan is identified with foundation of the complaint gateway which will expand the general results of the business. It will permit association to alleviate the representatives issues and improve the current execution (Dubey, Gunasekaran, (2015). Dependence on norms and measures-It is the procedure to make the hierarchical culture more customers situated. In any case, this standard of TQM could be introduced in the matter of OCBC bank by utilizing the underneath give activity plan (Syduzzaman, et al. 2016). OCBC needs to gather the information from customers in advertise through the essential sources, for example, perception, meet and direct contact. From that point forward, all the gauges and measures would be altered according to the customers need and request. The administration of OCBC could likewise facilitate the procedure framework to put Reliance on principles and measures for customers. It will make simple for the customers to raise reserves, ousting cash in the financial balance of organization (Lee, 2017). Overseeing provider quality The primary target of TQM is to expanding the nature of the business elements of association. In first activity plan of OCBC, it could enlist specialists staff in its all front work area who could amiably deal with the representatives and their complaints. These specialists staffs should have compelling correspondence goals. Another activity plan of OCBC is create online Application framework which could be utilized by customers as their pocket bank. It will permit them to legitimately deal with their records based on their own guidelines and requests. It will expand the learning and furthermore facilitate the financial procedure for customers in showcase (Gordon Thornton, 2014). End In the wake of surveying all the data on the Total quality administration, it could be gathered that every single organization ought to follow the standards of TQM to expand the current nature of the administrations offered to customers. In a perfect world, nature of the administrations of association is profoundly founded on the presentation of workers. Hence, all the representatives ought to be followed by the standards of TQM. The OCBC Bank could incorporate these TQM standards to convey the better financial administrations to customers. References Dubey, R., Gunasekaran, A. (2015). Investigating delicate TQM measurements and their effect on firm execution: some exploratory exact results.International Journal of Production Research,53(2), 371-382. Gordon, T., Thornton, G. (2014). All out Quality Management/Continuous Improvement.BPICS CONTROL,20, 27-27. Lee, C. Y. (2017). An exploratory investigation of tqm in Vietnam: An instance of little manufacturers.ZENITH International Journal of Business Economics Management Research,7(5), 1-16. Madanat, H. G., Khasawneh, A. S. (2017). Effect of Total Quality Management Implementation on Effectiveness of Human Resource Management in the Jordanian Banking Sector from Employees' Perspective.Academy of Strategic Management Journal. Syduzzaman, M., Islam, M. M., Habib, M. A., Yeasmin, D. (2016). Impacts of Implementing TQM Principles in the Apparel Manufacturing Industry: Case Study on a Bangladeshi Clothing Factory.Science and Technology,6(3), 68-75. Valmohammadi, C., Roshanzamir, S. (2015). The rules of progress: Relations among hierarchical culture, TQM and performance.International Journal of Production Economics,164, 167-178.

Conditions for the Haber Process

Conditions for the Haber Process In this paper I will discover what are the best conditions for the creation of the greatest yield in the Haber procedure, by running recreations of the Haber procedure at various conditions to decide the best conditions. From the Experiment I found that the least temperature conceivable and the most elevated weight conceivable would give the best conditions to work the Haber procedure at for the greatest yield conceivable. Presentation The Haber procedure is a significant Process utilized in substance Industry to produce Ammonia from Nitrogen and Hydrogen that begin noticeable all around. The motivation behind why its significant is it turns a latent gas Nitrogen (N2) and an unstable and responsive gas Hydrogen (H2) into alkali which is a steady compound yet receptive enough to be utilized in various angles. For what reason was the Haber procedure found? During the First World War Britain Cut off Germany Supply course to Chiles salt subside regular stores. Since the Allies (Russian Empire, United Kingdom, France, Canada, Australia, Italy, the Empire of Japan, Portugal and the United States) has overseen the common stores of saltpeter from regular stores found in Chile, in this way slicing off Germanys access to materials that the expected to deliver vital things, for example, food, firearms, bombs other war materials.  Germany needs to discover approaches to create its own consequently the Haber procedure which was found in 1909 by a German scientific expert named Fritz Haber to deliver alkali was set into mechanical scale in 1913; the delivered smelling salts was later prepared into a Synthetic Form of Chile saltpeter Presentation The Haber procedure is the procedure that utilizations separated nitrogen from the air and responds the nitrogen (N2) gas would respond with 3 moles of hydrogen (H2) gas by utilizing a medium temperature around 473K-673K (200-400 °C) High air weights, for example, 250 climates (25331250 Pascal) and an impetus to make alkali (NH3). Because of headways made to innovation we can do response at very high temperatures, for example, 2300K (2026 °C) and we realize that a response happens quicker when directed at the most elevated temperature conceivable yet the Haber processs achievement isn't determined on the speed of the response yet on the yield of the smelling salts that is created during the response. Albeit expanding the calm would morose increment the pace of response in an ordinary forward response the issue with utilizing this technique on the Haber procedure is it is anything but a typical forward response sort of response yet is a harmony kind of response. The Chateliers Principle states expanding the temperature will cause the balance position to move to one side of the response bringing about a lower yield of smelling salts in light of the fact that the forward response is exothermic. N2(g) nitrogen + 3H2(g) hydrogen Exceptionally High warmth, Low weight, impetus 2NH3(g) smelling salts Diminishing the temperature will make the balance framework change the purpose of balance to limit the impact of the change, and subsequently it will deliver more warmth because of an expansion the exothermic response in this way causing the needed increment in the yield of smelling salts. N2(g) nitrogen + 3H2(g) hydrogen Low warmth, High weight, impetus 2NH3(g) smelling salts In any case, the pace of the response at very lower temperatures is outstandingly moderate, thus a higher temperature ought to be utilized to speed up the response which brings about a lower yield of alkali yet a temperature sufficiently low to make a bigger number of smelling salts than use in the opposite response consequently we have the last condition is a which a better than average alkali creation. N2(g) nitrogen + 3H2(g) hydrogen High Temperature, Low weight, impetus http://www.avogadro.co.uk/chemeqm/eqm_sign.gifâ 2NH3(g) smelling salts Expanding the weight state of the haber chamber causes the balance position to move to the privilege bringing about an expanded yield of alkali since smelling salts has more gas atoms (more moles) on the left hand side or the forward response of the condition (4 in absolute 3 Hydrogen and 1 Nitrogen) than there are on the correct hand side or in reverse response of the condition (2 altogether 2NH3). N2(g) nitrogen + 3H2(g) hydrogen High Temperature, Low weight, impetus 2NH3(g) smelling salts Expanding the weight implies the framework should conform to decrease the impact of the change, which is lessening the weight developed by diminishing the measure of moles that can be situated in the harmony response. Uses as smelling salts One of nitrogens upper most significant uses is in making alkali (NH3), which is a vapid gas with a solid scent, like the smell of pee since pee contain some most unquestionably contains alkali. The creation of smelling salts changes the non oxidation properties of nitrogen as the Oxidation response. Pharmaceuticals Utilized in the production of medications, for example, sulphonamide which repress the development and augmentation of microbes purchase the evacuation of substituting the aminobenzoic corrosive for the amalgamation of folic acids and minerals just as nutrients and thiamine. Compost A significant use of alkali is really taking shape of composts. Smelling salts can be utilized straightforwardly as compost by adding it to water system water since plants need a decent gracefully of nitrogen so as to develop and which alkali can give. It is likewise used to deliver the urea (NH2CONH2), which is additionally utilized as a compost. Another significant utilization of smelling salts is to make nitric corrosive (HNO3), which is then likewise used to make compost. The Haber Process didnt forlorn give the Germans Saltpeter yet upset the agribusiness business with an expanded yield in crop creation empowering them to proceed. Cleaning Products Numerous individuals use family unit smelling salts as a disinfectant. Nitric corrosive made structure smelling salts is utilized in explosives. Smelling salts is likewise utilized in the plastic business and as a feed supplement for animals. The dipole snapshot of this compound and this is predictable with its geometry, a triangular pyramid because of its electronic game plan complying with the octet rule, Four sets of electrons three holding sets and one solitary pair repulse each other giving the particle the triangular pyramid state of bond points of 107 degrees is near the tetrahedral edge of 109.5 degrees. The electronic course of action of the valence electrons in nitrogen is portrayed as sp3 hybridization of nuclear orbitals. The NH3 atoms and their capacity to make hyrodgen bonds clarifies thir extremity and high dissolvability of smelling salts in water. A synthetic response happens when smelling salts dissolues in water as it goes about as a base obtaining a hydrogen particle from H2O to ammonium and hydroxides particles NH3(aq) + H2O(l) http://www.avogadro.co.uk/chemeqm/eqm_sign.gif NH4+(aq) + OH-(aq) The creation of hydroxide particles when smelling salts disintegrates in water gives the arrangement of alkali its soluble attributes (essential properties), The twofold bolt in the condition expresses that a harmony has been reached between the broken down smelling salts gas and ammonium particles The ammonium particle goes about as a powerless corrosive fluid arrangement since it separates to frame Hydrogen particle and smelling salts. (Shakhashiri, 2008) This is the reason broken down smelling salts is utilized in cleaning items since its ready to respond with both and corrosive stain and basic stain meaning its an inside and out cleaning items despite the fact that the corrosive is frail its sufficiently able to manage local stains. Explosives Sodium Nitrate is a Chemical compound with the synthetic compound of NaNo3 has been alluded to as Chile saltpeter previously. Also, is delivered by a response of a metal and a corrosive to create a salt and is exceptionally dissolvable in water. (Statement) Sodium Nitrate can be utilized as a compost and as a material from the creation of hazardous black powder. Normally black powder is a fast consuming compound made of Carbon (C12) potassium nitrate, KNO3 and Sulfur and is utilized in weapons in view of its ability to consume in a quickly creating enough strain to move a slug and not detonate. (Statement) Sodium nitrate has antimicrobial properties when utilized as a food additive. It very well may be utilized in the creation of nitric corrosive by consolidating it with sulfuric corrosive. It can utilized as a substitute oxidizer utilized in firecrackers as a swap for potassium nitrate ordinarily found in black powder. Since sodium nitrate can be utilized as a Phase Change Material it might be utilized for heat move in sun based force plants. Imporantance of Nitrogen Nitrogen gas (N2) is frequently utilized as a replacement for air which is a blend of 78% nitrogen 78%), Oxygen 20%, and 1% of different gases, for example, Water Vapor Argon and Carbon dioxide (0.03%). where oxidation is undesirable. One territory for use is to keep up the newness to food items by bundling them in nitrogen gas to decrease the maturing of food because of its properties for forestalling oxidization which can cause Rancid unsavory scent or taste of breaking down oils or fats (http://www.school-for-champions.com/science/nitrogen_uses.htm). Argon has been utilized as swap for air in lights to keep the warmed tungsten fiber from responding with the oxygen found in air since Argon is an idle gas yet is costly so smelling salts can be returned to Nitrogen gas by the procedure improvement to supplant Argon in lights and is less expensive inactive material than Argon. Nitrogen is likewise utilized as a controlled stockpiling and Transportation measure food bundles because of its abilities to be utilized as a respectable gas, to expand the time span of usability of products of the soil and is currently utilized during stockpiling to uproot the vast majority of the oxygen in the compartments http://www.igs-global.com/nitroswing/hdlg.htm, to hinder the reparation and decay of food as demonstrated in organic chemistry as in vigorous breath 32 ATP particles are made from one glucose atoms and 2 ATP atoms are made from one glucose atom which is an unmistakable sign that breath and weakening of food happens at

Caliban in The Tempest Essay Example | Topics and Well Written Essays - 1250 words

Caliban in The Tempest - Essay Example The Shakespearean Drama â€Å"The Tempest† includes some ever significant ideas and attributes. This play would stay inconsequential without the unmistakable character Caliban who speaks to the casualties of colonization, decisively the locals. Caliban is depicted as somebody who experiences languishing over no explanation in his own district which is caught by an outsider Prospero. Combined with specific conditions and wastefulness, Caliban falls into the servitude of subjugation. Fundamentally, the sufferings of Caliban regardless of physical or mental incredibly look like the enduring locals in caught districts. In the play, Caliban is simply a savage or uncouth ‘half-human, half-monster’ animal whom Prospero overwhelms and attempts to humanize by forcing various assignments on him. Ostensibly, this was the manner by which the purported ‘Prosperos’ saw their prisoners. Caliban may have his own purposes behind demonstrating reluctance to acknowledge an outside culture. Thus, being a slave, Caliban means to complete Prospero who is powerful and profoundly aspiring. Be that as it may, Caliban flops in the endeavor to murder Prospero despite the fact that he is helped by Trinculo and Stephano. Sprout and Heims put this connection along these lines; â€Å"Caliban, particularly worried about retribution, likewise takes on pollute anality through the expressions of Trinculo and Stephano† (227). This is an endeavor to recapture the island which has a place with him as innate property or ownership. This obstruction plainly shows the fruitless developments advanced in certain caught areas after the acknowledgment of belongingness. Frequently these upsets and revolts were developed once they were tired of abuse and control. What's more, it was sensible that they looked for help from others to clear out the illicitly attacked untouchables. Consequently, it is basic to make an examination among Prospero and Caliban in this specific circumstance. Prospero understands his objective, makes arrangements and sits tight for the chance to retaliate for his adversaries while, Caliban too understands his objective however neglects to make arrangements appropriately to execute the arrangement in a correct way. Thusly, Caliban’s disappointment is an away from of one’s passionate response against an emergency without acknowledging one’s own latent capacity and shortcoming. Caliban as a post imperialism delegate ought to have improved his own capability to oppose the control of Prospero on the island instead of being stupid to look for outer help. Realizing the past has more prominent impact in understanding the current better. Along these lines, Shakespeare plainly breaks down the past of Caliban who is an occupant of this specific island. The show demonstrates that Caliban being the child of the witch Sycorax experiences a deplorable encounter that proceeds with the appearance of Prospero into the i sland. The most huge change happens with the flight of Sycorax. The passing of Sycorax makes Prospero all the more remarkable that even Caliban is oppressed by him. This whole idea can be deciphered by interconnecting the attacking job of various ground-breaking realms to many immature and graceless districts over the world and their evil treatment to the nationalities. This oppression totally expends the expectation of opportunity and freedom. Since Caliban being the worker is made to play out each activity to serve the ace Prospero. Nonetheless, it in a roundabout way helps the advancement of the locals in spite of the fact that it isn't purposeful. One such act is pointed by Lazarus as â€Å"it is something ordinary in postcolonial scholarly investigations that, as Shakespeare’s Caliban colonized individuals had the option to value a language that was forced on them and use it to their own ends† (144). It is the comparative case saw in many caught areas as they are constrained to satisfy the desire of the relentless, incredible rulers who caught them. In particular, talking upon the vocation of Caliban is requesting as he is the prime victim of the play. Also, the revolt and disappointment start from the exact second when Caliban is caught and subjugated. Aside from

Eight Questions About Chinese Arts And Culture - 825 Words

Eight Questions About Chinese Arts And Culture (Other (Not Listed) Sample) Content: Chinese Arts and Culture Name Institution Chinese Arts and CultureQuestion 1 The image of Taiji is a representation of the great ultimate. It is a principle that facilitates the interaction between yin and yang. It highlights the relationship that the yin and yang have and their ability to bring about movement and tranquility. Question 2 The children who attend schools that teach Confucian culture learn a poem titled the Scarlet Cliff on the first day of school. The poem is one of the poetic works of Su Hsi and talks about a boat excursion. It gives a commentary about the fact the life is only for a short time. Su Hsi is a renowned poet whose works have found great approval among the Chinese literary public. The poem that talks about a visit that Su Hsi made to Chi Pi translated as Red Wall. It provides descriptions of the excursion and the feelings this visit evoked. Question 3 The great sage kings have always served as role models for the contemporary Chinese peopl e because of their leadership skills and virtues. Shun and Yao are examples of the sage kings who have a significant influence on the Chinese people. Particularly, these kings exercised righteousness and benevolence throughout their rule. It explains the wide admiration and acceptance of their rule among the Chinese people. The exercise of benevolence earned the sage kings respect and recognition and made them role models for the Chinese people even today. The greatness of Yao and Shun continues to impress the Chinese people in the present day and make them role models for many. The sage kings had a moral character and good virtues, which have articulated them as role models. Question 4 Although Daoism or Taoism led to the development of various schools, Quanzhen Complete Perfection School emerged as the most renowned Taoism school. Wang Zhe established the Taoism school following assertions that two superhuman beings gave him revelations. With this, Zhe assembled disciples and proc eeded with the establishment of five congregations located in the northern part of Shandong. The disciples continued to circulate Zhe teachings throughout northern China after he passed away. The beliefs and rituals of the Quanzhen School showed some similarities with those of the rest of Daoists. However, it had very distinct structure and institutions when compared to these Daoists particularly because the masters and disciples originated from celibate lines. In addition, the school established its own monasteries and relied on self-conceived ordination rituals as opposed to other Daoists. The Quanzhen School became prominent as a result of the growing number of monasteries, temples, and ordination sites. However, the White Cloud Temple served as the principal location for training and periodic ordination rituals. Question 5 Taoism is defined as a qi religion and serves as a source of power that guarantees the evolution of nature, humans, and divinities, including the sustenance of life on earth. It explores the simplicity of nature and utilizes the spread of heaven to give further details about the life-word. In Taoism, the gods or divinities serve as embodied revelations indicating the existence of qi. The gods also represent the cosmological powers linked to the human body. Daoism seeks to bring about cosmological harmony. Question 6 Master Qiu is a renowned Taoist disciple and a pioneer of the Dragon Gate sect. After Wang Chongyang died, the disciples spread out but Master Qiu pursued a quiet celibate life. Over time, Master Qiu began developing teachings consistent with the views of Wang and emphasized the complementary nature and shared foundations of Daoism, Buddhism, and Confucianism. Master Qiu received a request for a visit from Khan, a Mongolian ruler who gave him the title Spirit Immortal. Master Qiu became the religious head of the Mongolian empire, and with the far-reaching influence and support, th...

Essay on American Constitution - 2296 Words

Denzel Ngo William Davis Political Science 101 20 April 2011 Term paper The significance of the fact that the Nevada Constitution is lengthier than the U.S. Constitution is insurance for the state. The Constitution assures the states of its problems and its issues. The Nevada Constitution was approved on the first Wednesday of September 1864. In the state of Nevada, the significant fact that lengthens our Constitution from the U.S. Constitution is the gaming Constitution. The gaming Constitution needs to be addressed when congress or any other political parties speak about Nevada. The state of Nevada operates most of its residual income through entertainment, hotels, and gambling. In almost every hotel in Nevada, slot†¦show more content†¦These cities are important to the state of Nevada because of the income they generate from the gaming industry. The Nevada economy runs through the taxes on gambling. Unregulated gaming was common place in the early Nevada mining towns but outlawed in 1909 as part of a nation-wide anti-gaming crusade. Nevad a re-legalized gaming on March 19, 1931, with approval from the legislature. Re-outlawing gaming has never been seriously considered since the industry has become Nevadas primary source of revenue today. The U.S. Constitution is significant in its own way because it has been around longer than the Nevada Constitution. The rules of the land Nevada sits on were founded through the U.S. Constitution. The Constitution of the U.S. established a government that has been in operation longer than any other government in the world. While features of the governments of England, The Netherlands, and Denmark have operated for a longer period, their forms of government have totally changed. The U.S. established the Constitution based on governments from European countries. Comparing the U.S. and the Nevada Constitution, the Constitution with the most protection towards individual’s rights is the U.S. Constitution. The U.S. Constitution is protects individuals of their rights at a higher extent. Amendment I: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or ofShow MoreRelatedThe American Constitution And The Constitution1197 Words   |  5 PagesLet take a look at some of the compromises and challenges the Founding Fathers had to overcome when they set out to rewrite the American Constitution. The government built upon the Articles of Confederation was failing and change was needed. The American Constitution would not have been adopted without compromise over very difficult topics such as slavery, size and structure of government, taxation, elections, and governing responsibilities. The Federal and States balance of authority and divisionRead MoreThe Constitution And The American Constitution1141 Words   |  5 Pagestheir mistakes and promptly followed up by making quite possibly the most successful constitution ever in 1776. To ensure that American citizens would enjoy their new freedom, our founders kept in mind what John Locke had said in his An Essay Concerning Human Understanding â€Å"life, liberty, and property,† by coining â€Å"life, liberty, and the pursuit of happiness† into the final draft of the constitution. The constitution is important because it â€Å"exists to protect the rights of all citizens, and has noRead MoreThe American Constitution Essay2253 Words   |  10 PagesPolitical Science 300: The American Constitution 12/01/2016 Marijuana Throughout the history of the republic, there has been controversy between state and federal power. 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Robert Dahls book may be a helpful update that the american constitution is far starting with the best could be allowed foundation to equitable framework - Whats more that it may, indeed, a chance to be significantly starting with an perfect gas one.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dahl recognizes those constitution in the light of the authenticRead MoreThe Uniqueness of the American Constitution858 Words   |  4 PagesThe Uniqueness of the American Constitution We the People of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. This document, written more than 200 years ago is still the backbone that allows America to be an example of freedomRead MoreAmerican vs Guatemalan Constitution1344 Words   |  6 PagesAmerican Constitution Vs. 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The Mythology Of The Greek Mythology - 1438 Words

Nowadays people remember Ancient Greece somewhat, pieces here and there, taught briefly in your common high school global history class. What most people often forget is that the Ancient Greeks were and still are such a great influence towards our Western culture. Of course, they are not the only ones who have contributed to our knowledgeable society. Though, when it comes to the category of psychology I believe that the Ancient Greeks contributed the most, specifically with their mythology. A myth is defined as a traditional or legendary story, collection, or study. It is derived from the Greek word mythos, which simply means story. The Greek myths had many purposes to the Greeks such as teaching a moral lesson, explaining the origins of the world, explaining the origins of the gods and their relationships with humans, and why certain events occurred in nature. The authors of each myth were said to be divinely inspired by the Muses. The Muses were the goddesses of artistic inspiration. These Muses were thought to whisper in the ear of the author the adventures of the gods. Thus, myths held a sacred place in ancient Greece as they were seen to be divinely inspired and were meant to express an important message about life or the gods to the people. Not only was mythology important to the Ancient Greeks, but forward a couple millenniums later and a great psychologist was influenced by the importance of the myths as well - Sigmund Freud. Freud was the founder ofShow MoreRelatedGreek Mythology And The Mythology1154 Words   |  5 Pagesand lessons of Greek mythology have shaped art and literature for thousands of years. Later Greek writers and artists used and elaborated upon these sources in their own work. Did you know that in ancient Greece, stories about gods and goddesses and heroes and monsters were an important part of everyday life. 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These creatures can either be helpful to the Gods and Goddesses or they can work against them. Some of the creatures’ stories even intertwine with the stories of the Gods and Goddesses of Greek mythology. I will concentrate on the following creatures: Centaurs, Pegasus, Sirens, and Medusa. My favorite creatures out of all of these are the Sirens, becauseRead MoreGreek Mythology And The Mytholo gy850 Words   |  4 Pagesdepending on which part of the world an individual is in. The Greeks and Romans are both very polytheistic civilizations. They believe in a multitude of gods and creatures, and they have gods for fertility, elements, war, medicine, and a multitude of others. The mythology of these two cultures is exceedingly similar, although for those looking for a more interesting view on the subject, Greek mythology is far superior to Roman mythology. The time period in which mythological tales were told beganRead MoreGreek Mythology : Greek And Roman Mythology885 Words   |  4 Pagesvalues of a culture. (Rosenberg) With Greek and Roman Mythology we learn or are introduced to the idea of how the universe is formed, we learn about love and of course we learn about tragedy. Greek and Roman mythology has a strong influence on our culture today. The Greek culture affects our everyday way of life. They created democracy, the alphabet, libraries, the Olympics, math, science, architecture, and even lighthouses. (Unknown) Greek and Roman mythology go hand in hand with gods and heroesRead MoreMythology : Ancient Greek Mythology1527 Words   |  7 PagesMythology is a vast collection of made up/fake stories told during the Ancient Greek era. That is what we are told at young age growing up learning about Greek Gods and Goddesses like Zeus and Hercules. But actually the mythology comes from the word myth which is a Greek word for spee ch or discourse, but later adapted the meaning of fable or legend (Doyle, 2015).The traditional stories, poems, literature, and art have been passed down for years. The stories about Gods and Goddesses, heroes, and monstersRead MoreGreek Mythology : Ancient Mythology1630 Words   |  7 PagesGreek mythology denotes to the myths of the early Greeks, Greece gods, and mythical creatures. While pertaining to these legends and myths includes; to their Gods, the nature and heroes, tales of clashes, and of their adventures. It is also a brief on the origin and connotation of their cult, and the innumerable practices that remained shadowed by them. Myth is defined as; a traditional, typically historic story pertaining to mystic beings, descendants, or heroes that serve an essential kind in theRead MoreGreek Mythology8088 Words   |  33 PagesGreek  Mythology   I   INTRODUCTION   Temple  of  Apollo  at  Didyma   The  Greeks  built  the  Temple  of  Apollo  at  Didyma,  Turkey  (about  300  bc).  The  temple  supposedly  housed  an  oracle   who  foretold  the  future  to  those  seeking  knowledge.  The  predictions  of  the  oracles,  delivered  in  the  form  of  riddles,   often  brought  unexpected  results  to  the  seeker.  With  Ionic  columns  reaching  19.5  m  (64  ft)  high,  these  ruins   suggest  the  former  grandeur  of  the  ancient  temple.   Bernard  Cox/Bridgeman  Art  Library,  London/New  York   Read MoreThe Greek Mythology1084 Words   |  5 PagesAncient Greek mythology is somewhat different from the common modern way of thinking. Ancient Greek mythology will mostly base its acceptance of actions on the laws of the god’s, while modern society mostly bases its acceptance off of soc ial affairs or the people around them. Even though twentieth century readers might have a different way of thinking than ancient Greek’s, the essence of describing a character in literature remains constant. Throughout the semester, many of the ancient literary worksRead MoreGreek Mythology And The Myth Of Mythology856 Words   |  4 Pages Mythology Essay Overtime, each culture group had developed popular traditional tales that are worldly studied and discussed. Despite their different areas of origins and the distinct story plots, they all share a similar purpose and that is to guide humans to behave properly. Since these stories share an identical purpose and are plotted in a way resembling our real lives, their characters have a similar pattern of behavior, which reveals a great deal about human nature. With this in mind, there

Child Labour Should Be Banned- Final 2 free essay sample

East West University Semester: Spring – 2009 Assignment On Child Labor Should Not Be Banned Submitted to: Farhana Zareen Bashar Lecturer Department of English East West University. Submitted by: Shamsul Arefin ID: 2007-3-10-051 Department of Business Administration East West University. Date of submission: 21th April, 2009. Child Labor Should Not Be Banned Child labour should be banned, a most pronounced subject. But why should child labour be banned? Human under age of 15 are considered as children. Most of the developing countries are mainly related in agricultural based work and their population growth rate is very high and also low economic growth rate so a large number of children are engaged in various fields of work. Poverty leads many children to work in many places. In developing countries, per capita income is very low so in those countries, children have to work for their own livelihood. In many families of developing countries, children are the only earning member so there is no alternatives of child labour in this situation. Similarly there are numbers of fact for which child labour should not be banned in developing countries. It has also great contribution in Gross Domestic Production (GDP) and it plays an important role in developing countries to remove poverty. In developing countries, child labour has a great contribution in Gross Domestic Production (GDP). The children work in various fields in work force in developing countries. They are mainly engaged in agricultural fields, small industries, restaurant, and also work in house. If we see the original scenario of developing countries then we can understand that from the very early age, children are related with several types of work. They do these kinds of work for their family and their own purpose. Through this way, they are also contributing in Gross Domestic Production (GDP). Bangladesh is a good example of developing countries. If we see the statistical data of participation rate of child labour then we can easily understand about the Gross Domestic Production (GDP) contribution made by them. According to Bangladesh Bureau of Statistics (BBS), (2002), Table 7. 11, â€Å"38% of labour in the GDP is contributed by child labourer who’s aged from 10 to 14 years. † Another example can be African countries where child labour is the heart of their Gross Domestic Production (GDP). According to Ernest Harsch (October 2001), Child Labour Rooted In Africa’s Poverty from Africa Recovery Vol. 15 #3 page 14, from http://www. un. org/ecosocdev/geninfo/afrec/vol15no3/153chil4. html, â€Å"80 million children are now work across the Africa and it will be 100 million by 2015. So we can understand the contribution of child labour in the GDP of the developing countries. Small industries are a very popular business in developing countries as it needs small capital to start and operate. There are various types of small industries where firms need a large amount of labour to work in their business with little wages. In this sector, child labour also has a good contribution . Normally in small industries, firms do not need highly skilled person rather they need those types of labourer who agree to work with a little amount of wage. So, child labour is very popular in this sector. Economy of a developing country mainly depends on its agricultural sector as the country does not have enough infrastructures and equipment of other sectors and business properly. Another fact is agriculture sector needs huge amount of labour to complete the total process of cultivation. As a result, many child labourers have to work in the agriculture field. Generally, children of developing countries start their work in agriculture land from very early age as a helping hand of their parents. In rural area where agriculture is the only earning source, the parents want more male children so that children can help them in their work. So, we can not separate the agriculture from child labour because they are related with each other. In the aspect of Bangladeshi, it is very easy to identify the children contribution in agriculture sector of developing countries. According to Bangladesh Bureau of Statistics (2002), Table 7. 14, â€Å"64. 2% of total child labour is contributed in agriculture sector and 35. 8% in non-agriculture sector. So it is very easy to realize the actual situation of child labour in agriculture sector. Poverty is the major fact of child labour. It is the origin of child labour. Poor parents send their children to work since they are not earning enough wages for their livelihood by themselves. Furthermore, for most children, their earnings contribute to give their school fees. If we were to ban child labour, children would not be able to earn a wage and m any families will become too poor to survive as well as they can also not able to be educated because of the decrease in their income. A survey of Wikipedia (n. d. ), In Free Encyclopedia, Wikipedia Online, from http://en. wikipedia. org/wiki/poverty, shows that â€Å"41. 09% in Sub-Saharan Africa, 39. 84% in South and East Asia, 8. 64% in Latin America and Caribbean, 1. 47% in Middle East and North Africa, and 0. 95% in Europe and Central Asia, people are living under poverty line. † Not only that, according to the World Bank definition (2001), from http://en. wikipedia. org/wiki/poverty, â€Å"1. 1 billon people are living who earn less than $1 per day and it is called extreme poverty, 2. billion people are living who earn less than $2 per day. † If we look at a chart of people who earn less than $1 per day, we see that in 2001 around 25% of the world population were living who earned less than $1 per day but it was almost 41% in 1981. This tells us that the rate of extreme poverty has decreased because of child labour. Extreme poverty mainly exists in Africa and South-East Asia where child labour ha s a great contribution in their economy. If we were to ban child labour, many of them will not able to survive anymore because they will face cuts of their income. In addition, if there is a law to ban child labour and children will continue working then they will not be protected by the law anymore which is even more detrimental to their working conditions. So, if we were to ban child labour, the poverty rate will increase much more and in some regions such as South-East Asia and Sub-Saharan Africa, children as well as their families will not able to survive. [pic] Figure 1: Percentage of people who living on less than $1 per day in different region of world. Source: http://en. wikipedia. org/wiki/poverty Another important reason for child labour is that economic setbacks give new strength to the supply of the child labour. The most present example lies in the evidence that the global fall in child labour is being reversed in African countries where number of child labourer is bigger because African people are affected by many dreadful diseases such as HIV/ AIDS. According to UNAIDS (November 20, 2007), 2007 AIDS Epidemic Update, Table 3, Page# 13, from http://www. unaids. org/en/KnowledgeCentre/HIVData/EpiUpdate/EpiUpdArchive/2007/default. asp, â€Å"30. 6 to 36. 1 million people in Africa are affected by HIV and 1. to 2. 4 million people are died of AIDS in Africa. † As a result, many children become orphaned and they are bound to work. Parents are withdrawing their children from school and sending them to work to earn their livelihood because in households parents are suffering long periods of illness or facing dramatic cuts in their income and forced to sale their assets. I f they do not send their children to work, they will not get food. According to UNICEF (n. d. ), Child Labour, from http://www. unicef. org/protection/index_childlabour. html, â€Å"250 million children aged from 2 to 17 are working as child labour. 58 million of them are aged from 5 to 14 and 69 million of them are in Sub-Saharan Africa and 44 million of them in South Asia. † If child labour is banned, those children as well as their family will fall into economic problem. On the other hand, child labourers are working in various fields such as coffee cultivation land in Africa, if we were to ban child labour, producers will be bound to hire an adult worker with high wage than a child labourer as a result they will increase the price of the product or they will reduce the production of the product. It will affect developing countries economic growth rate as well as world economy. Street children are also another major reason for which child labour should not be banned. There are many children in the world who are living as street children. They come on the street for various reasons. Many of the street children lost their parents at the early period of their life. As a result, they have to come on the street because of surviving the life. If they do not do that, they will become food less. Another reason of coming on the street is that many children lost their parents and they are the elder children in their family so they need to work to earn money so that they can provide food to other members of their family. In Bangladesh, according to Aparajeyo-Bangladesh (September 2001), Information About Street Children- Bangladesh, Consortium For Street Children, from http://www. streetchildren. org. uk/resources/details/? country=35type=country, â€Å"4,45,226 children are living as street child of which 75% are in Dhaka city, and 53% are boys, 47% girls. † According to Peter Anthony Kopoka (Ph. D), Institute of Development Studies, University of Dar-Es-Salaam, The Problem of Street Children In Africa: An Ignored Tragedy, from http://www. fiuc. org/iaup/ssi/PDF-doc/IDS-doc/Streetchildren. pdf, â€Å"10 million children are living without parents and most of them are living as street children in Africa. † If we were to ban child labour, this huge number of children have to work illegally and they will not protected by law anymore and it will not create more detrimental in their working conditions. There are some arguments against child labour. One of those is that children can not get chance for education as they work all through the day. But if we look at the children who are working as child labour, we will find many of them are working for their schooling. According to Astrid Haas (2008), Should Child Labour Be Banned? Retrieved May 18, 2008, from http://www. igloo. com, â€Å"Many children are working for contribution in their family income as well as for their schooling. Parents send their children to work to earn their school fees because education fees are too high. † Health issue is another debatable subject. The environment of working place is not standard for children because many factories use unhealthy materials such as chemicals. If we consider the health issue, one question is raised that are poor children getting standard quality health rights now? Yes, it is true that we have to provide a sound health environment for them in their working place but it is not a good reason of banning child labour because high population growth is an increasing problem for developing countries as it leads to poverty and many people will not able to live without child labour. In addition, in many families, children are the only earning member for their family because in many cases they lose their parents in very early period of their life. So, in order to remove poverty, children have to work in their own field and other field to earn money for their livelihood and they have to work as they have no alternatives. In conclusion, It can be said that in developing countries, the economic condition of those countries is not so good so if we say that government of developing countries should take necessary steps to remove child labour, it will not work right way because government of developing countries can not afford it. Another fact is that child labour has great contribution to Gross Domestic Production (GDP) of developing countries and it helps to remove the poor economic condition of a child labourer as well as the country and it also helps children to get education. So, child labour should not be banned in developing countries but it is needed to provide sound health working environment, basic education with working, and basic other rights of children. Note: n. d. in the bracket after author name means to no data of publication. References Aparajeyo-Bangladesh, Consortium For Street Children, from ttp://www. streetchildren. org. uk/resources/details/? country=35type=country Bangladesh Bureau of Statistics (BBS): Child labour statistics 2002, Table 7. 11. Bangladesh Bureau of Statistics (BBS): Child labour statistics 2002, Table 7. 14 Haas, Astrid: Child Labour Should Be Banned? Retrieve on May 18, 2008 in http://www. igloo. com Harsch, Ernest; (October 2001), Child Labour Rooted In Africaâ€℠¢s Poverty: Africa Recovery, Vol. 15, Page 14, http://www. un. org/ecosocdev/geninfo/afrec/vol15no3/153chil4. html Peter Anthony Kopoka (Ph. D): Institute of Development Studies, University of Dar-Es- Salaam, The Problem of Street Children In Africa: An Ignored Tragedy, from http://www. fiuc. org/iaup/ssi/PDF-doc/IDS-doc/Streetchildren. pdf UNIAIDS: 2007 AIDS Epidemic Update, table 3, page# 13, from http://www. unaids. org/en/KnowledgeCentre/HIVData/EpiUpdate/EpiUpdArchive/2007/default. asp UNICEF: Child Labor, http://www. unicef. org/protection/index_childlabour. html Wikipedia: Free Encyclopedia Wikipedia Online, http://en. wikipedia. org/wiki/poverty World Bank: definition (2001), http://en. wikipedia. org/wiki/poverty

Traffic in Washington D.C.

Traffic congestion is one primary problem facing most of the world’s biggest towns, a case that is common in most United States cities for example, Washington D.C. This is because, with increased populations and changing world’s economic status, most individuals opt for private transport it being more convenient.Advertising We will write a custom essay sample on Traffic in Washington D.C. specifically for you for only $16.05 $11/page Learn More Although this may be the case, most individuals forget that, the ever-increasing number of private cars is the primary problem not only to the transport sector, but also to most urban planners, because of the congestion caused by such numerous numbers of cars. Washington D.C. is one of the world’s busiest cities faced by the traffic congestion problem, because of the numerous numbers of workers moving in and out f the city daily, in addition to the numerous global summits and meetings held in the city year in year out. In addition, to the numerous number of individuals and diplomats driving in and out of the city daily, accidents are also great contributors to escalating traffic problem hence, the need for formulation of practical solutions to the problem; solutions that will have an immediate and lasting impact to the problem. It is important to note that, in addition to thousands of dollars wasted every year in terms of time wastage, fuel used in traffic, and delays in consignment deliveries, traffic is one primary causer of stress and deaths of most highway police officers, making hence, the need for a quick intervention. Although the government has introduced the mass transit transport system to ferry people in and out of the city using trains; a system that allows individuals to park their cars out of the city and use a common train system to access Washington D.C., there is little the intervention has achieved. This is because, most individuals prefer using their private cars, a fact attributed to the train system’s inability to access some specific working zones with Washington D.C. Failure by these and more measures to ease the traffic problem makes it necessary for introduction of better ways of dealing with this problem; measures that are practical with immediate results. Most government’s initiatives to alleviate the problem have failed, because most of them need long implementation periods. One of such initiatives is the construction of the inter-country connector (ICC). Advertising Looking for essay on land transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although a good idea, it is crucial to note that, it is not only an expensive endeavor, but also it is a project needs a lot of time for its completion. In addition to such long periods required to achieve this initiative, the entire concept faces a lot of antagonism from most environmental support groups; hence, maki ng it necessary for formulation of more convenient and practical solutions. To alleviate the congestion problem, there is need for development of a transport system that will be able to accommodate the ever-increasing density of populations moving in and out of the city. On practical solution to the problem is the extension of all subways in the city to reach most populated residential areas and working zones; for such extensions will provide a convenient transport method comfortable to all individuals. It is important t note that, although within the town there exist a number of buses that transport people around the city, most individuals do not prefer them, because they take more time to reach required destinations; hence, extension of subways to all remote areas is the only way of alleviating such problems. Although most individuals detest using buses in travelling within the city, it is important to note that, largely the bus transport system has contributed greatly in solving the problem, it being an alternative means of transport. Therefore, considering the role played by these buses as far reduction of traffic is concerned, there is need for individuals to use them in addition to other transport options for example, rail transport. The use of such alternative transport systems not only reduces the congestion problem, but they help in reducing other problems associated with private transport, for example, pollution and fuel wastage. In addition to alternative transport, there is need for the government to build more alternative routes, routes that will help in diverting traffic major highways, for example, the Baltimore Road, which is a primary traffic-diverting road from interstate 270, and route 202. Another practical solution to this problem is sharing of private vehicles with friends or people hailing from same zones. This is the only solution to individuals who must drive, for it provides not only a mechanism of reducing fuel expenses, but also i t gives one an added advantage of using roads reserved for cars with more than one commuter, for example, the Dulles Toad road, and most HOV tracks. In addition to extension of subways, use of alternative routes and sharing of private cars, adoption of working schedules such as telecommuting by organizations can help to solve traffic problems. Telecommuting can help to ease the traffic problem, for it will grant individuals flexible working schedules from their homes hence, limit movements.Advertising We will write a custom essay sample on Traffic in Washington D.C. specifically for you for only $16.05 $11/page Learn More It is important to not that, very few organizations have adopted this form of work schedule hence, the need for the federal government to adopt policies that will ensure organizations implement this working system, as a remedy to time wasted in traffic. In conclusion, it is important to note that, to completely eliminate the traffic co ngestion problem, there is need for all individuals to combine efforts in alleviating the problem. This is because; the success of the government’s initiatives to solve the problem depends on individuals’ readiness to adhere to the set road usage rules and regulations. This essay on Traffic in Washington D.C. was written and submitted by user Mollie Benjamin to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Conjugating Spanish Verbs in the Conditional Tense

Conjugating Spanish Verbs in the Conditional Tense The conjugation of the conditional tense is fairly straightforward, because all three types of verbs (-ar, -er and -ir) use the same ending, and the ending is applied to the infinitive rather than to a portion of the verb. Also, there are few irregular verbs in the conditional. These are the endings that are applied to turn an infinitive to a verb in the conditional tense: First-person singular (I): -à ­aSecond-person singular (familiar you): -à ­asThird-person singular (he, she, formal you): -à ­aFirst-person plural (we): -à ­amosSecond-person plural (familiar you): -à ­aisThird-person plural (they, familiar you): -à ­an As an example, here are the conjugated forms of vivir (to live) using the same pattern as is applied to all regular verbs. Yo vivirà ­a, I would liveTà º vivirà ­as, you (informal singular) would liveUsted, à ©l, ella vivirà ­a, you (formal singular), he, she would liveNosotros, nosotras vivirà ­amos, we would liveVosotros, vosotras vivirà ­ais, you (informal plural) would liveEllos, ellas ustedes vivirà ­an, they, you (plural formal) would live You may notice that the endings attached to the infinitives are the same as the endings of haber in the imperfect, just as the endings attached to infinitives to make the future tense are the same as the endings of haber  (but with added accent marks) in the present tense. And theres another similarity with the future tense: Some verbs are irregular in the future tense in that the ending is attached to a variation of the stem rather than to the infinitive. The same verbs that are irregular in the future tense are irregular in the conditional, and in the same way. So just as the first-person future of tener is tendrà © instead of tenerà ©, the first-person conditional of tener is tendrà ­a instead of tenerà ­a. The same pattern is followed for the other persons, with this being the full conjugation of tener in the conditional: tendrà ­a, tendrà ­as, tendrà ­a, tendrà ­amos, tendrà ­ais, tendrà ­an. Common Verbs With Irregular in the Conditional Here are the most common verbs that are irregular in the conditional: Caber (to fit): cabrà ­a, cabrà ­as Decir (to say): dirà ­a, dirà ­as Haber (to have): habrà ­a, habrà ­as Hacer (to do or make): harà ­a, harà ­asPoder (to be able): podrà ­a, podrà ­as Poner (to put): pondrà ­a, pondrà ­as Querer (to want): querrà ­a, querrà ­as Saber (to know): sabrà ­a, sabrà ­asSalir (to leave): saldrà ­a, saldrà ­as Valer (to be worth): valdrà ­a, valdrà ­as Venir (to come): vendrà ­a, vendrà ­as The other verbs that are irregular in the conditional are based on these verbs. For example, proponer follows the pattern of poner, and deshacer follows the pattern of hacer. Finally, here are some examples of sentences using the conditional: Te amarà ­a si supiera tu nombre. I would love you if I knew your name.No comprarà ­amos tantas cosas. We would never buy so many things.Si me preguntan, yo dirà ­a que lo mejor es decir no. If they ask me, I would say that the best thing is to say no.Nos decà ­an que no saldrà ­amos vivos. They told us we would not leave alive.Si recomendaran mi libro  ¿lo leerà ­an ustedes? If they were to recommend my book, would you read it?

Games & Leisure Essay Example | Topics and Well Written Essays - 2500 words

Games & Leisure - Essay Example First, groups can pass on their cultural practices from one generation to the next through leisure activity. Elders in Aboriginal culture often teach special skills and the old ways to their children and grandchildren through leisure. Second, the use of leisure as a renewal of cultural practice can also lead to healing so often referred to by Aboriginal people. Aboriginal communities are often inflicted with many addictions and negative behaviors which have threatened their actual survival. Leisure has been used as a forum through which healing takes place, especially among the youth. Third, leisure activity can be used as an agent of interface between one culture and another. For example, ice hockey in Canada is often used by Aboriginal people to enter and learn the rules of the dominant culture. Additionally, these leisure activities are often a means for two cultures to interact and stereotypes can be broken down as a result of this contact. â€Å" (Reid and Welke) Historical evidence suggests that the sports and recreational activities are human activities which developed as men evolved with the passage of time. It is often argued that while defining a culture whether the play and recreational activities should become part of the culture or not. Culture is often been described as the expression of human behavior in its different modes of living and thinking and its every day activities therefore with that domain play and leisure activities are often considered as part of the culture. (Nakornkhet). However as the human evolution took place, the form of play and leisure started to differ according to the various cultures and communities within which different classes of human beings started to live. It was because of this reason that the different cultures evolved different kinds of play and leisure activities of their own. This work will undertake to study the play and leisure activities within Asian cultures however before discussing the issue a theoretical

Argument Essay, 1. I believe Existence of God. 2. God does not exist Research Paper

Argument Essay, 1. I believe Existence of God. 2. God does not exist. For example, like The Ontological Argument - Research Paper Example It would be no exaggeration to contend that human thought has been seized with the idea of God, from times immemorial (Safa and Ahmadi D1). Substantiations relating to the existence of God constitute some of the enduring features of philosophical discussion. Some of the classifications of the corroboration of God’s existence are those that are conceptual or dependent upon aspects of the created order (Cumming 3). It is a mystery, as regards the manner in which supernatural faith interacts with human beings. The highest knowledge relating to God that can be derived solely from philosophical considerations has been defined as the preambles of faith or the praeambula fidei. The few individuals who experience the act of belief, do not find these preambles of faith to be exceedingly enigmatic. These fortunate individuals have testified that the true believer enjoys the grace, which can be termed the intelligence provided by faith (Grzesik 258). It is indeed faith that induces one to seek God and thereby admit one’s shortcomings. As a consequence, individuals are enabled to comprehend that help from the Lord is essential to avail of the benefits provided by Him and to transform the intellect to understand the higher truths. This entire process of transcendence is critically dependent upon faith (Grzesik 259). Arguments that support or oppose the existence of God can be classified as deductive or inductive. Ostensibly, the existence of God tends to be difficult to establish, despite several of the atheists being rational human beings. This state of affairs has been attributed to certain ontological assumptions regarding the nature of the world and the nature of God (Crutcher 430). Presumptions regarding the existence or non – existence of God, tend to possess a circular nature. This is due to the fact that such arguments attempt to establish their hypothesis by making an assumption regarding the non – existence or reality of

The best ideas Essay Example for Free

The best ideas Essay It is ingrained among most people that important discoveries and concepts are results of concerns about problems of huge complexity. Nevertheless, if we allow more reasoning about that, we are bound to find out that is not always the case since history has been showing us plethora of , say, cientific development triggered by investigation over facts often dismissed as trifles. In order to bolster the argument just stated, it will be useful to refer to the pioneer of Genetics, namely Mendel. Those who would doubt a reclusive monk could make any good science out of growing peas will be appalled by his outstanding achievements. Mendel, tending the pea trees as usual, realised that the collor of the pea beans, whether green or yellow, could be predicted under some controlled unaccuracy provided the parents trees were known. Moreover, after several experiments sedulously carried out, he came to the conclusion that the collor outcome in question was result of the crossing of the parents features following some determinative selection rules. Then gene concept was born and proved to be correct and useful through nowasdays. Apart from the preceding historic report, we can think of a number of other instances in which everyday facts conceal valuable information just waiting to be uncovered such as symmetry in a snowflake, shape of droplets, reflection upon a lake, waves ruffling around a bathtube, wings of a butterfly etc. Were we to look carefuly into them, we would come up with a lot of physical facts almost ubiquitious in nature whose consequences are more complexes than one can imagine. Therefore, it is seems to be clear that the best ideas quite often result of looking into passionately into simple thing surrounding us. Methaphorically speaking, nature tell us her secrets in the silence of commonplace things rather than in the hustle and bustle that builds up in our minds clustered in a noisy complexity.

Brain Drain Essay -- essays papers

Brain Drain One of the major concerns of today's companies is the shortage of labor, especially in management. The baby boomers are nearing retirement age in the United States and the birth rate is dropping. These circumstances, coupled with the booming economy are the main causes of the labor shortage. There is a high demand for labor but the once seemingly bottomless pool of employees and managers that companies drew from has started to dry up. What are the factors that contributed to the problem and how are today's corporations going to handle this problem? The type of labor needed in today's society has been undergoing a constant change. There is an increase in demand for workers but there is a much greater demand for educated white-collar workers, especially management material. Projections state that the growth in managerial positions will increase 20% by the year 2010 yet the population aged 35-50 will decrease nearly 10%. What these figures say is the already diminishing supply of executives is going to dwindle even more over the next 10 years. There is a shortage of blue-collar workers now and there will also be an even greater shortage of them in the future. In order for employers to find people who are willing to perform unskilled, repetitive jobs they are going to have to be willing to raise the level of compensation offered to employees. If McDonalds needs someone to flip hamburgers they better be prepared to pay double to triple minimum wage. There are a wide variety of employment opportunities and today's workforce can afford to be selective when choosing a job. The demand for employees is high while the supply is low. The figures on the change in average population ages and growth in industrialized nations is beginning to make the corporate world stand up and take notice. If the trends continue as they have been for the past thirty years, the shortage of labor is going to continually get worse with each year that passes. The predictions from the United States Census Bureau state that between 1990 and 2000 the increase of the American population over 60 will be 10.5% but in 2010 to 2020, the increase will be 32.5%. The change in the 60 plus population in the United States is projected to nearly triple in thirty years. Compare these figures to the increase in under sixty-year-old population. From 1990 to 2000, t... ... the economic obstacles caused by an aging workforce. The companies of today are aware of the constantly growing problem and are working towards a solution. I think that they are moving in the right direction. Offering flexibility in what was once a very rigid structured hierarchy is certainly a step in the right direction. People in today's world lead very different lives than they did 4o years ago. A rewarding profession is not exclusively defined by the income generated anymore, rewarding can also mean personally rewarding. A good employee doesn't necessarily work 40 hours each and every week, some work part time or are involved in a job-sharing program. In order to keep the workforce meeting the needs of the economy, the employer must continue to become more flexible and remain open to suggestions. Today's companies are on the right track. I believe that with proper management and forward thinking, we will be able to cope with the ever-increasing shortage of labor. Bibliography: Center for Strategic and International Studies Newsweek magazine Business Week magazine The Economist magazine St Petersburg Times Newspaper The United States Census Bureau

Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide: †¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g., child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time. †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster. Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.