System and Change in Industrial Relations Analysis

As a student of industrial relations, I am often bombarded with conflicting theories and reasons for the emergence and importance of this field. Edmond Heery outlines and analyses the justaposition of two different views of modeling this vast and often debated area of industrial relations. His article looks at two types of model building in IR. First, the traditional model of systems-thinking set forth by John Dunlop, one of the pioneers of IR theory. Introduced in 1958, Dunlop’s system theory of IR tries to provide tools to understand the widest possible range of IR activities and explains why particular rules are established in particular contexts. Dunlop argues that IR can be studied as an independent field in an industrial society (much like economics). The systems theory makes use of four related elements: Actors- workers and their institutions, management, government institutions; Contexts- technical characteristics of workplace, budgetary constraints, locus and distribution of power in society; Rules- procedural and substantive; Functional ideology- integration, ie. IR regulates conflict by playing by the rules. The relationship between these elements is twofold- not only does the IR context influence the IR actors and the rules they creat, the actors’ shared acceptance of the common idealogy (the IR game played by the rules) helps bind the system as a whole. Heery goes on to outline several criticisms of Dunl op’s rather classic and still widely studied systems theory. A starting criticism of the systems theory is that it views IR as an independent field with an inherent theory. Critics want to push back this boundary and argue that IR was and is deeply connected with and determined by economics, politics, social, domestic, and familial relationships of the time and place in history. Another criticism is that Dunlop has over simplified his description of actors. For example, critics argue that actors’ roles are often changing with new business environments and the emergence of new actors- such as customers and community. Critics also argue that actors make different strategic choices at different levels (eg. Kochan’s model), but Dunlop’s model does not take his into account. The model places a lot of emphasis on roles as opposed to people, thus ignoring behavioural aspects like human motivations and preferences. Other criticisms of Dunlop go on to disagree with his premise that the function of IR is ideological- to regulate conflict and integrate actors. These criticisms range from those who argue that the ideology within IR is not integ rative, but rather reconciliatory (reconcile with the dominant ideology), to those who argue that the ideology in IR is to delegitimize all actors except for workers (thus undermining employers’ authority). Others also argue that IR is non-ideological and unstable, thanks to rapid modernization and high competition. The most loudly uttered criticism of all is that the systems theory does not explain change in the field. This leads to Heery’s second type of IR model building- the models of change. This type of model has a historical perspective and looks at how change occurs in IR over time. The models also examine the pattern of change and whether it is cyclical or directional, gradual, or catastrophic, and its origin- endogenous (from within the employment relationship) or exogenous (from the wider economy and society). Heery looks at six different types of change models that are broadly divided into exogenous and endogenous. Both exogenous and endogenous models have two subdivisions each of directional (gradual and disjunctive) and cyclical change. In the exogenous-gradual model, IR change occurs due to gradual, cumulative change that is driven by forces beyond the employment control. An example is globalization. In the exogenous-disjunctive model, episodes of change are interspersed with periods of stability. The change itself is triggered into the employment relationship by some external event, like a war. In the exogenous-cyclical model, change follows a repeating cycle of decline and renewal as IR adapts to cyclical pressures in the external environment, such as election pressures and the economy. In the endogenous-cyclical model, change occurs because of the competing drives of the actors. For example, IR is said to be both adversarial (due to the competing interests) and cooperative (due to interdependence of the parties). Thus IR will oscillate between adversarial and cooperative mindsets depending on the context as the limitations of each approach become apparent to both management and workers. In the endogenous-disjunctive model, change occurs as a result of strategic choices of the actors within the employment relations. For example, as a result of unions’ traditional marginalization of women’s and minorities’ issues, there has been an increased mobilization of women and minorities within unions. In the endogenous-gradual model, change is gradually driven by forces internal to IR. This model stresses the maturing of IR institutions over time, as they become more complex and start to pursue differentiated goals- this is a model of union revitalization as a result of knowledge transfer and networking within the labour movement. Heery’s review of the two types of models of looking at IR is comprehensive in looking at the criticism of the systems theory, but does not analyze the change models with the same depth. As a relatively new student in the field, I would have benefitted from a more detailed description of the change model before dwelling into its critique. However, I felt that Heery’s description of the change models was very streamlined and organized in a logical manner. I found his inclusion of a short discussion on the ‘new actors’ that have interests in IR, such as consumers or identity groups particularly interesting and worth considering. In the end, I do agree with Heery, and think that IR is a dynamic and complex field and it is certainly useful to have more than one perspective of studying and thinking about how these relationships are formed, changed, and managed.

External Communication Audit Essay

Social media applications are being used every day by people all over the world. These applications such as Facebook and LinkedIn are even used by employers to generate potential personnel. These two sites both provide businesses with information they need to better their impression of the applicant. As kids in college look for jobs some don’t understand that what you post can hurt you in an interview process. â€Å"56 percent of employers said that they were likely to check out the social media presence of potential employees† (Protalinski). This statistic shows that it really does hurt you if you have inappropriate pictures on your social media sites. Overview: Facebook – Social media has been around for a long time and in 2004 the world was introduced to Facebook. It was created by Mark Zuckerburg along with the help of a few of his college friends who also attended Harvard. At first it was only available to Harvard students and moved to a few other college campuses. This was not just a website for people to meet and communicate over the internet; it was also a chance to get a closer look at businesses. In 2007, there were more than 100,000 business pages allowing companies to attract potential customers and tell them about themselves. Facebook took off and in 2011 over 350 million users accessed Facebook through their mobile phones. LinkedIn – LinkedIn was founded in December 2002 by Reid Hoffman and launched in May 2003. LinkedIn is considered a business-oriented social media service that allows you to add business connections to your contacts, find potential jobs, search companies, and even add a resume. This type of socia l media is benefited by not having the ability to add inappropriate photos to hurt your chances in an interview. Having a more resume format allows potential employers to view your past work, applied skills, and education. Project Goal: Facebook – When you apply for a job most companies now-a-days will do a  background check on you before giving you the job. This means they can look at your Facebook page at any moment. Whether that’s because you have embarrassing photos or if you have posted comments that the company views negatively. Many people lose their jobs over a Facebook issue; Caitlin Davis was the youngest NFL cheerleader for the New England Patriots and in 2008 after a picture of her was posted to Facebook she was fired just six days later. The photo was of a guy passed out after a Halloween party and Caitlin was holding a marker, acting like she was drawing on him. This is just one example of how Facebook can be damaging to your career. It also is not just about pictures Facebook allows you to post comments and those too can be more damaging than any photo. Once you post a comment it is out on the internet anyone can see it and must of the time people are insensitive to others and can be very cruel on Facebook. I have read numerous fights between people where they are being completely rude and crude to other people’s feelings. Facebook give its users the ability to like bands, companies, and social figures. Going through interview employers can look at these likes, which means if you have liked any inappropriate figures they can be viewed. An example would be an underage student liking the pages or alcohol companies or illegal drugs can hurt them in an interview. LinkedIn – LinkedIn gives people the ability to set up a professional social media site that helps them create a professional network. Creating and establishing a successful network can help immensely in finding a job. Through the LinkedIn profile you can connect with other professionals and it will show them your interest. Having applied skills in certain fields will give you an advantage when employers are looking over applicant. LinkedIn allows your connections to endorse these skills, which means they have been proven of those skills. Many employers look at references of an applicant and LinkedIn allows connections to post a reference statement, this eases this process. Only being able to upload one main profile picture reduces the risk of having any inappropriate pictures. Conclusion – The better social media site for a business setting is LinkedIn. With a resume formatted profile it allows potential employers to better understand their applicant or even search for employees. More recruiters  look at LinkedIn to hire people than any other social media site. A point that we want to emphasize is that people, especially college kids need to clean up and watch what they post on Facebook. Employers will view your profile content whether you let them or not. LinkedIn is more popular in the business world and students should start to build this profile and network as they prepare to graduate. References Bersin, J. (2012, May 21). Facebook vs. LinkedIn – What’s the Difference?. Forbes. Retrieved April 26, 2014, from http://www.forbes.com/sites/joshbersin/2012/05/21/facebook-vs-linkedin-whats-the-difference/ Facebook vs LinkedIn. (n.d.). – Difference and Comparison. Retrieved April 26, 2014, from http://www.diffen.com/difference/Facebook_vs_LinkedIn Protalinski, E. (n.d.). 56% of employers check applicants’ Facebook, LinkedIn, Twitter | ZDNet. ZDNet. Retrieved April 26, 2014, from http://www.zdnet.com/blog/facebook/56-of-employers-check-applicants-facebook-linkedin-twitter/7446

Action Potentials in Squid Axons

Action Potentials in Squid Axons In 1952, Hodgkin and Huxley published a series of four papers in the Journal of Physiology (London) reporting their experiments to investigate the underlying events of the action potential. In their final paper, they derived a series of equations that describe the relationship between sodium conductance (gNa+), potassium conductance (gK+) and the membrane potential in a squid axon following electrical stimulation. Hodgkin and Huxley were awarded the Nobel Prize for this work. In this practical, you will use a computer program based on the Hodgkin and Huxley equations to show what is happening to the membrane potential, gNa+ and gK+ during and after electrical stimulation. An example of the output from the program is illustrated in figure 1. It can be seen that the electrical stimulation depolarises the membrane. Once a depolarisation of 30mV has occurred, the conductance to sodium ions increases rapidly and the membrane potential rises to +20mV. The rise in gK+ is slower in onset an d lasts for longer than the increase in gNa+. The fall in gNa+ and the associated rise in gK+ returns the membrane potential towards the resting value. Methods and Results    Q1 and 2. Investigate the effects of varying stimulus amplitude and duration by running all the simulations shown in the matrix below in Table 1: Enter a ‘X’ in the Table 1 matrix for experiments that produce an action potential, and record the peak height, amplitude, latency and threshold of any action potentials in Table 2 overleaf. For experiments that fail to elicit an action potential, enter a ‘O’ in the matrix below, and record a value of à ¯Ã¢â‚¬Å¡Ã‚ ¥ (infinity) for the latency and ‘-‘ for the other parameters in the table overleaf.    Q3. Plot two graphs to show the relationship between: (i) Stimulus strength and latency and (ii) Stimulus duration and latency. How these graphs should be plotted is not immediately obvious, and information on how to complete thi s task will not be explicitly given! The optimal solution to the problem is for you to find, but the following points are provided for guidance: It is not legitimate to plot infinity on graphs It is not appropriate to extrapolate beyond data points It is not legitimate to plot average latencies. The graphs must be plotted so that every value of latency (except à ¯Ã¢â‚¬Å¡Ã‚ ¥) is represented. Use the blank sheet on the proforma, there is no need to use graph paper. Graph 1 : Stimulus strength and latency Remember you need to distinguish different stim durations in this graph Stimulus Duration (ms) Graph 2: Stimulus Duration and Latency Make sure you distinguish different strengths as well Stimulus Strength (à ¯Ã‚ Ã‚ ­A/cm2) These can be plotted accurately using excel for your submitted report. Experiments with dual stimuli Q4. Run a simulation with the following parameters to demonstrate the absolute refractory period:    Briefly describe the responses obtained in simulations A and B in the space below: For simulation A and B in stimulus 1 they had peak heights of +17mv therefore producing an action potential. In stimulus 2, there is very little depolarisation in simulation A as peak height is -92mv. This is lower than the resting potential, therefore showing that the neuron did not fully recover from stimulus1.

Current fiscal policy and its effects on the overall economy Article

Current fiscal policy and its effects on the overall economy - Article Example From the Democrats’ view, half of the increase, $ 1 billion, will meet one of Obama’s administration priorities, that is, to help children below the age of three. From the Republicans, it is a cheer because it is $164 billion less than Bush’s last budget (Desjardins, 2014). Any reasonable person with an interest to improve the American economy cannot compromise the policy. The idea to extend unemployment insurance, Bush tax cuts, enhance business expensing, and reduce payroll tax rates is good for the American economy. It is, however, risky to tune the economy through the policy alone. They need to monitor it well to prevent inflation. Government spending multiplier in this case is the ratio that the change in America’s income level will be affected by government spending. The multiplier measures the effect of the fiscal policy on subsequent levels of a country. The increased government spending results to an increase in consumption and a cycle of wealth creation. In forecasting the policy’s effect, a multiplier that exceeds one shows that the spending at the national level has been enhanced. With continuous consumption, demand develops from the initial levels and leads to multiple effects of wealth. Desjardins, L. (2014). Pushing past partisanship, Congressional leaders back $1 trillion spending bill. CNN, 1, 2. Retrieved July 20, 2014, from

How Do Corrections Support the System Efficiency Essay

How Do Corrections Support the System Efficiency - Essay Example Corrections in criminal justice involve punishing the guilty with a view of reforming them from their criminal ways. The political and social groups keep on debating the core issues of behavior change and rehabilitation in the criminal justice system. In order to measure the effectiveness of correctional facilities in criminal justice system, this paper will focus on five aspects of correctional performances. The first aspect is security. The role of a correctional facility is to provide security for the community as well as for the offenders. The role of a prison is to keep the offenders away from other members of the community. The criminal justice system believes that by keeping the offenders away from the community, the community will be free from danger. An efficient correctional facility is one that is free from prison breaks. Correctional facilities the world over have been effective in reducing prison breaks. An efficient correctional facility provides security for the inmate s both internally and externally. If a correctional facility is prone to prison breaks, then that facility is not secure hence inefficient. Internal security is important in reforming the offenders. Many prisons in the world have been related to drug sale, internal penetrations and exchange of contrabands thus undermining the effectiveness of prisons as correctional facilities. However, prison reformists are coming up with ways of combating such behavior. These include education of inmates on the adverse effects of drugs and other contraband material within the prisons. In the United States, most prisons are filled with prison gangs and contrabands that control movement of food and silverware within the prison’s dining halls. These loopholes are however diminishing due to strict rules by the administration. Correctional facilities are important in ensuring the safety and security of criminal convicts. This is because most correctional facilities are designed to keep the priso ners safe. The prison has been effective in keeping the prisoners safe from harm, public lynching or persecution by rival criminal groups. Research has shown that prisoners and prison staffs assaulted are reducing due to the continuous reforms within the correctional facilities. In some cases an inmates who gets assaulted while in prison is most likely to take revenge when he gets out. The correctional facilities aim at reducing incidences of assault in the prisons in order to effect behavior change. Additionally, tough measures are being taken against individuals caught trying to assault an inmate or staff regardless of the reason for the differences. Correctional systems are essential in keeping law and order with the communities. The correctional system is meant to keep the prisoners in order. The correctional centers are efficient in keeping the prisoners in line. The prisoners are educated on the importance of upholding law and benefits of upholding law. The ability of the pris on management and administration to enforce rules and regulations effectively help to keep the prisoners in line. Funds to help the administration run the prisons are being put in place to enhance the performance of the correctional facilities. The ability of a prison to prevent and avoid misconduct and disturbances will help keep order in the prisons. Fostering self care among offenders is another important

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 13

Philosophy - Essay Example Yet though the senses are faulty the fault lies in the details about the objects of our senses. Therefore such an assessment does not rule out the existence of external objects that our sensed by our faculties. It is in this context that Descartes uses the images seen in dreams to raise the doubt about the existence of external objects. Descartes proposes that images that we see in our dreams quite often cannot be differentiated from external objects, and hence there is no totally reliable manner in which to ascertain whether a given image of an external object is reality or a dream image. In that case Descartes argues that there is no manner to ascertain whether all our images are dream images. In case all the images are dream images, then there are no external objects creating such images. Such being the case then the reliance on the senses to detect the existence of external objects is not without doubt and as such our senses cannot be trusted for such a purpose. This creates a doubt about the existence of external objects. (1) In my opinion Descartes is more successful in proving his own existence of self than in the arguments that he puts forth for the existence of God. In his argument in favor of the use of the faculty of reason, he provides its safe use in the detection of his own existence. If he can think about his own existence the he must exist. Even a malignant God would not be able to subvert this line of reasoning, as for the process of subversion the mind must exist, and so must he. This argument of Descartes in justifying his own existence appears to have been borrowed from similar arguments by St. Augustine several centuries before Descartes. His arguments in favor of the existence of God are more unique. He argues that the idea of God in an individuals mind could have been planted by God alone, and not by any lesser beings including him, with the reasoning that the idea of an infinite perfection could have been

Internship paper in Tadwul stcks exchamge market Research

Internship in Tadwul stcks exchamge market - Research Paper Example hat life is really like within the stock exchange, and the possible career options that are available should one choose to continue on their current path. Typically, students are paired with other working professionals within the organisation that help mentor and guide, as well as teach some of the inner-workings of the exchange itself. It is certainly designed to be an enriching part of the student career, and one which serves to further encapsulate the theoretical knowledge that has already been covered in a classroom setting. Currently, the Tadawul Stock Exchange is the only stock exchange operating in the Kingdom of Saudi Arabia. The Capital Market Authority of the country is responsibility for supervising all trading and investment activities associated with the Stock Exchange itself. The highest points achieved by the Tadawul All-Share Index was 20,634.86 reached back in February in 2006. As of the current moment, the Tadawul exchange publicly trades 156 companies from 11am to 3:30pm according the Islamic work week of Sunday to Thursday. The public trading of companies on the Saudi Stock Exchange actually began in the early 1980s, but Tadawul officially began trading on January 26, 1994 and has grown at a fairly steady rate during that entire time. The exchange itself was previously regulated by a Committee of Ministers within the country that was made up of the Ministry of Finance and National Economy, the Ministry of Commerce and Industry, and the Saudi Arabian Monetary Agency (SAMA). The Saudi Arab ian Monetary Agency was actually the group within the government that was tasked with the responsibility of regulating and monitoring various market activities associated with the public trading of companies until the actual CMA was formally created and implemented back in July 2003 (Almahmoud 2014). This was made possible under the prevailing Capital Market Law at that time, and it was also during this period that the CMA officially became the

Structural Concept Essay Example | Topics and Well Written Essays - 500 words - 1

Structural Concept - Essay Example The piles will be generated using continuous beams originating from standard non-stop beam components linked to the node of elements through flows also called non-linear springs. This type of technology mixes in-situ soils together with cementitious materials in the process of forming a vertical stiff inclusion in the soil structure. The process entails rotating the mixing tool downwards to the designed depth. On reaching the appropriate depth, the construction engineer reverses the rotation of the mixing tool and starts withdrawing it at a standardized rate (Nelson 2005). The engineer forces into the ground agents that include slaked lime, quicklime, fly ash, and cement during advancement and withdrawal of the mixing tool. Other agents commonly referred to as binders introduced in the entire process in form of either wet slurry or dry powder. This technology shares familiar elements with the deep mixing technology with differences appearing in very high-pressure fluids that are applicable in the jet grouting technology in the process of eroding subsurface soil particles and used in mixing them with cement. This technology applies hydraulic energy to erode the soil as well as mix or replace the eroded soil with an engineered grout of water and cement in the process of forming a solidified in-situ component. Various subsurface geometries apply in the process of installing Jet Group elements. The tools for performing jet grouting remains special but many contractors are available and can help in continuing with technology. Engineers erect gadgets as close as possible to existing structures of embankment such as railways to strengthen resistance of the embankment and prevent failures from stability. They are made of few compacted meters of material with a height of one to two meters (Nelson 2005). They are also cost effective compared to other structures. However, its ability to reduce vibration and settlements is very low. In

The Argument for Gay Marriage Essay Example | Topics and Well Written Essays - 2000 words

The Argument for Gay Marriage - Essay Example This paper highlights that many wars are being fought which render more dead bodies than politically favorable results. The concept of two individuals choosing to solidify their commitment to one another, seems not only valid but also, refreshing considering all the hate that occupies the human race. Further more, any type of government should never be permitted to dictate whom should or should not be permitted to marry whom. Considering that the term â€Å"human rights† implies an entire species as opposed to certain facets of a species, there is no way that one group of individuals should be permitted to socially exclude another group of individuals from sharing in rights that should be afforded to all humans equally without regard to sex, religion, ethnicity, sexual orientation or economic means. The very same argument which states that gays should not be allowed to be married, is virtually synonymous with the one used by white supremacists in the time of slavery and segreg ation, to maintain the institution of slavery. During the time of slavery in America, African American s were not permitted to vote, own land, patronize establishments or hold public office. It was stated during these times that blacks were â€Å"not white† or were lesser people than those who were white. This is no different from the ideology behind â€Å"protecting the sanctity of marriage† which is perpetuated by the conservative republican party. The only difference is that heterosexuality is considered the â€Å"norm† while homosexuality is considered to be a lesser condition of human sexuality. This is just another way of socially isolating a group of individuals and thereby limiting the rights of said individuals. There is no moral grounds for this and any argument which claims to establish such grounds, is an obtuse attempt at superiority and dominance over other human beings.

Event Essay Example | Topics and Well Written Essays - 500 words - 1

Event - Essay Example The event began with a salutation from our group leader followed by a few welcoming remarks and an introduction of the speaker as well as the members present and the purpose of the events. Just from this introduction I learnt the importance having an organisation of order of doing things and pulling the attention of participants in ensuring the success of any event. The speaker of the day took up from the introductions and went straight to the main objective. He described to us his life from childhood, what he has been thorough and the candid sacrifices and steps he has had to make while eyes remained set on the object of achieving success. According to the speaker ownership is a critical factor of success be in general life, academics or entrepreneurship. He emphasised the importance of persons taking the full responsibility of their life. I learnt that everything we do must be done for a purpose and in order to succeed we must always be willing to pay the price of our dreams. Staying focussed and becoming a subject matter expert in the field of interest are two other essential elements of success. The speaker also spoke about having a game plan for attaining personal or organisational goals, never giving up and being timely as crucial elements of success. In my reflection on the event therefore I think success is largely out of personal efforts and not the support of others. Even to be supported one must put an effort in winning this support. There will always be challenges in everything we do but the secret is to stay focussed and objective. This calls an understanding our purposes and goals as well as the effects of our actions to others. Being decisive and ethical in our decisions can really help us win the support of others both in life, business and as leaders and once there is the support then people share common visions and goals of success. This I think will be

Eminent Domain Essay Example for Free

Eminent Domain Essay The power of eminent domain is succinctly provided under the U. S. Constitution, specifically in the Fifth Amendment which in part provides, â€Å". . . nor shall private property be taken for public use, without just compensation† (U. S. Constitution, Fifth Amendment). The power of eminent domain is one of the attributes of sovereignty. This being the case, it can still be exercised even without a constitutional provision to that effect [Boom Co. V. Patterson, 98 U. S. 403 (1878)]. Historically, the power of eminent domain has been employed by the American colonies for public projects like roads and bridges (Oxford Companion, 2005). Originally, the power was considered to be applicable only to the federal government by virtue of the Fifth Amendment. â€Å"The power of eminent domain of state governments was unrestrained by any federal authority† {Green v. Frazier, 253 U. S. 233 (1920)]. â€Å"The just compensation provision of the Fifth Amendment did not apply to the States, and at first the contention that the due process clause of the Fourteenth Amendment afforded property owners the same measure of protection against the States as the Fifth Amendment did against the Federal Government was rejected† (Find Law web site, n. . ). However, with the inclusion of the Due Process clause or the Fourteenth Amendment, the power applied to the states in so far as the just compensation requirement as an element of due process as the Supreme Court ruled in the case of Chicago, Burlington Quincy Railroad v. Chicago (1897) (Oxford Companion, 2005). Except for North Carolina which exercises the power by virtue of a statutory authority, the other state governments derive theirs from their respective constitutions (West’s Encyclopedia of American Law, 1998). For the power of eminent domain to be validly exercised, the following requisites or elements must concur and be proven, namely, that the property being taken is private property; there must be ‘taking;’ the taking must be for public use; and, there must be just compensation (West’s Encyclopedia of American Law, 1998). The first element, private property refers to â€Å"land as well as fixtures, leases, options, stocks, and other items† (West’s Encyclopedia of American Law, 1998). Property rights such as water rights and right to reasonable use of the space above one’s property may also fall within the purview of private property (West’s Encyclopedia of American Law, 1998). The second element, ‘taking’ means â€Å"the taking of physical property, or a portion thereof, as well as the taking of property by reducing its value† (West’s Encyclopedia of American Law, 1998). There is compensation when the property is taken or its use is extensively restricted that it amounts to confiscation. For instance, a highway was constructed over the waterfront to inland property; the owner of that property must be paid considering that he lost his right to use the waterfront (West’s Encyclopedia of American Law, 1998). Also when airplane flights are low enough to deprive the owner of the private property below of his reasonable use of the space above his property must also be compensated as this amount to taking. The concept of ‘taking’ under the power of eminent domain should not be confused with the regulatory takings under the police power of the State. The power of eminent domain is also called the Takings clause. The difference is that in the exercise of the power of eminent domain, the ‘taking’ is for public use while on the other hand, the ‘taking’ in the exercise of police power is for purposes of regulating that property as it is â€Å"detrimental to public interest† (U. S. Constitution Annotated, n. d. ). The ‘taking’ in the exercise of police power is for the common welfare and is usually in the health and safety regulations (U. S. Constitution Annotated, n. d. ). The third element is ‘public use. It is required that the property is taken for the use and benefit of the public and not specific persons. The determination of whether a specific use is public or not rests upon the courts and is considered a question of fact. However, if there is a law which specifies the public use for which it shall be devoted, â€Å"courts will defer to legislative intent† (West’s Encyclopedia of American Law, 1998). In the determination of ‘public use’ the courts inquire into the fact that the property would be used by â€Å"broad segment of the general public† (West’s Encyclopedia of American Law, 1998). Through the years the Supreme Court in its judicial pronouncements, has expanded the concept of public use as to include â€Å"trade centers, municipal civic centers, and airport expansions† (West’s Encyclopedia of American Law, 1998). In 1954, public use even encompassed beautification purposes of the community. In the case of Berman v. Parker, the Court declared that the clearing of the slums is deemed as public use. The Court reviewed the plan of District of Columbia to raze properties which are partly blighted so that a department store can be erected to be managed by a private entity. The Supreme Court upheld the decision of District Columbia and ruled that it is within the prerogative of the legislative body to determine which property can be subject to the ‘taking’ for aesthetic considerations (348 U. S. 26). â€Å"Subject to specific constitutional limitations, the legislature, not the judiciary, is the main guardian of the public needs to be served by social legislation enacted in the exercise of the police power; and this principle admits of no exception merely because the power of eminent domain is involved† [Berman v. Parker 348 U. S. 26 (1954)]. In support of the legislative body, the Court further ruled that it is within the legislature’s power to address the issues of blighted areas of the community. â€Å"Redevelopment of an entire area under a balanced integrated plan so as to include not only new homes but also schools, churches, parks, streets, and shopping centers is plainly relevant to the maintenance of the desired housing standards and therefore within congressional power† [Berman v. Parker 348 U. S. 26 (1954)]. Traditionally, the concept of public use was applied in cases which involved supplying of water, electricity, transportation, roads and bridges and the like but due to the expansion of its scope through the years, a definitive determination of its scope is difficult. Defining the scope is basically one of legislative pronouncement directed to the purposes of government, incapable of abstract or historical definition [Berman v. Parker 348 U. S. 26 (1954)]. In a recent case of Hawaii Housing Authority v.  Midkiff (1984), at issue was the Land Reform Act of 1967 which provided for â€Å"a land condemnation scheme† in which title over the real property is passed from the owner-lessor to the lessees to re-distribute land and â€Å"reduce concentration of land ownership† [Hawaii Housing Authority v. Midkiff 467 U. S. 229 (1984)]. It allowed lessees who reside in tracts of land with at least five acres of land area to request for condemnation from the Hawaii Housing Authority. A hearing would be ordered to determine if the condemnation is for public use [Hawaii Housing Authority v. Midkiff 467 U. S. 229 (1984)]. The rationale in the transfer of ownership is found in the preservation of a free market. The proposition proceeds from a realization that concentration of land in the hands of the few prevented the â€Å"free market in real estate† and therefore its preservation is deemed a public benefit [Hawaii Housing Authority v. Midkiff 467 U. S. 229 (1984)]. The allowance of these takings for reconveyance of land is allowed even by the U. S. Supreme Court based on the idea that the new owners will spur more effective uses to the land and thereby create more revenues in the form of taxes for the government. The last element of the power of eminent domain is just compensation. The measure of just compensation or the amount to be paid to the owner of the property condemned or expropriated is based on the fair market value (West’s Encyclopedia of American Law, 1998). It is defined as â€Å"the price that could have reasonably resulted from negotiations between an owner who was willing to sell and a purchaser who desired to buy (West’s Encyclopedia of American Law, 1998). This value is determined by the uses to which the property can be devoted at the time of the taking. Factors such as â€Å"history and general character of the area and the adaptability of the land for future buildings† are also considered (West’s Encyclopedia of American Law, 1998). The Court, in the case of Monongahela Navigation Co. v. United States, explained that the value of just compensation should be based on the owner’s loss being placed in the best financial position as if the property had not been expropriated rather than the value of gain for the condemnor (Monongahela Navigation Co. v. United States, 148 U. S. 312). The compensation should be paid in cash, and the amount is determined as of the date title vests in the condemnor. Interest is paid on the award until the date of payment† (West’s Encyclopedia of American Law, 1998). The proceedings usually vary in the different states. Basically, it involves two phases, i. e. condemnation of the property and the determination of just compensation. During the pendency of the proceedings, the owner of the condemned property may continue in using his property provided that there is no substantial alteration of the same is made (West’s Encyclopedia of American Law, 1998). In all proceedings, the owner must be afforded due process. This means that he must be duly notified and be given an opportunity to be heard, i. e. present his evidence and his own witnesses. He must be given also the opportunity to dispute the compensation determined if he does not agree with it. â€Å"The owner of the land has an automatic right to appeal† (West’s Encyclopedia of American Law, 1998). There are also cases when the owner of the land is the party that commences the proceedings. This is called inverse condemnation proceedings. This type of proceedings is usually resorted to for environmental concerns when the government has encroached on the interest of the owner of the land without paying him the just compensation such as when the government â€Å"floods a farmers field or pollutes a stream crossing private land† (West’s Encyclopedia of American Law, 1998). With the disappearance of the traditional federal constitutional restraints on the exercise of the power of eminent domain, has the ‘public use’ requirement metamorphosed into public abuse. What therefore are its ramifications and how can these be resolved. Discussion and Analysis The power of eminent domain had been recognized by the American judiciary as a ‘despotic’ power, that notwithstanding, it also recognized that it is an inherent power necessary for it to subsist. Traditionally, the Takings clause was used only in clear situations necessitating public use projects where public necessity has been shown. The power has been exercised for bridges, roads and the like. As it developed, it was also exercised in relation to development of blighted areas because the removal of slum areas is considered as for a public purpose. The Berman case has to a certain extent modified ‘public use’ into ‘public purpose. ’ In fact it has passed on judicial responsibility of scrutiny to the legislative body that once the object is within its authority, the right to exercise the power becomes clear. As if this was not enough, the concept of ‘public use’ was completely eroded in the case of Kelo, et al. v. City of New London, Connecticut which was decided by the Supreme Court in 2005 (545 U. S. 4). A large-scale development plan was approved by the New London in order to spur economic development to an economically distressed city in terms of jobs, taxes and revenues. The residential neighborhood which is not blighted is supposed to be replaced by a research center, office space, conference hotel and the like. Portions of the project will be leased out by the private developers who will build the entire project. The city development agent was able to purchase private lands from the consenting owners. However, a number of the other residents refused to sell out and contested the condemnation proceedings initiated against their properties. The property owners filed an appeal before the Supreme Court after the having lost in the Connecticut Supreme Court [Kelo, et al. v.  City of New London, 545 U. S. 4 (2005)]. The U. S. Supreme Court ruled, â€Å"’public use’ should not be read literally. It has embraced the broader and more natural interpretation of public use as public purpose. Promoting economic development is a traditional and long-accepted governmental function. Therefore, the condemnations were for a public purpose and met the public use requirement† [Kelo, et al. v. City of New London, 545 U. S. 4 (2005)]. The rationale, for which the Bill of Rights in the Constitution was included, is for the purpose of protecting the citizenry from the vast powers of the government. These are safeguards to ensure individuals from possible abuses. Therefore any issue of doubt should be interpreted in favor of the individual and strictly against the government. Protecting property rights is one of the hallmarks of democracy. With the recent decision of the Supreme Court, every property now lies under the ghost of condemnation for the benefit of private persons. The requisites provided by the Constitution for the exercise of the power of eminent domain must be strictly adhered to and should not be interpreted loosely as to accommodate expanded meanings. It may be argued that redevelopment would bring benefits to the community and therefore the public as whole; still this is done at the expense of depriving and even curtailing the property rights of property owners who refuse to surrender them in the guise of a reasonable and lawful exercise of the power of eminent domain. Again, it may be argued further that these property owners would nevertheless receive just compensation. However, the proceedings and the determination of the amount of just compensation may be tedious. The owner who may have issues as to the amount already determined may have scarce resources to raise these issues in a long and expensive legal battle in court as against vast resources of government and legal machinery. In general, with an expansive justification to the taking, the peaceful possession and ownership of a property owner is disturbed. Analysis of states legislations reveal that majority of the laws contain justification for the exercise of the power of eminent domain in cases where there is a determination of blighted areas which pose unsanitary and unsafe conditions. In these cases, the necessity for public use is clearly established. In the case of Kelo, no such necessity exists and the higher risk of redevelopment authorities to take advantage of such ruling is not remote. The ruling in the Kelo case signifies the utter lack of creativity and ingenuity on the part of the state authorities to conceive and plan ways and means to spur economic redevelopment other than by taking private properties from its owners. The state officials/government seemed to have acted as middleman in procuring property for the private individuals. One of the city redevelopment directors has been quoted as saying, â€Å"city decides which properties to condemn based on whether someone in the private sector wants the land and has a project for it† (Staley, 2003). Clearly, it is the private interests that push redevelopment. The issue of whether this would benefit the public would remain to be seen and while waiting for this to materialize, the property owners were already deprived of the properties they have acquired and established residence in through time. Economic redevelopment is basically a function and responsibility of government but by approving redevelopment plans of private contractors and the acquisition of private properties under the guise of the power of eminent domain, government has in effect contracted out its function and responsibility in spurring economic development within their localities in favor of private entities. On the whole, the exercise of the power of eminent domain under the expansive meaning of ‘public use’ sends a wrong signal to private individuals. It is every American’s dream to own and establish a family home in a community where their children can grow up. In fact laws such as the Homeowners Protection Act have been enacted to support this and assist those who establish family residential homes. It is also every American’s dream to own real property so they toil and labor so that the fruits of their work can be invested for their security in the future. However, with the deplorable manner by which the power of eminent domain is now exercised, property rights are wrecked and city governments are on carte blanche as to which properties may be condemned as dictated by redevelopment companies whose only tool seems to be that. The Court in the Kelo case reverted to the States the function to impose restrictions and restraints in the exercise of the power of eminent domain. This may be interpreted as an abdication of the Court’s power to strike down the abusive manner in which the power of eminent domain was exercised. It is empowered by the Constitution under its judicial review power to declare whether an act of government officials have been executed beyond the mandated duties and functions. The Court is duty bound to ensure safeguards against government action.

Service Quality and Customer Satisfaction Relationship

Service Quality and Customer Satisfaction Relationship The distinction between service quality and satisfaction was initially unclear in literature (Anderson and Fornell, 1994). There was considerable debate whether service quality is a cause of satisfaction (Cronin and Taylor, 1992; Parasuraman et al., 1985) or a consequence of satisfaction (Bitner, 1990; Bolton and Drew, 1991). Anderson and Fornell, (1994) contend that Satisfaction is a post consumption experience which compares perceived quality with expected quality, as contrasted to service quality which Parasuraman et al., (1985) refererred to as a â€Å"global evaluation of a firms service delivery system† . In support of this distiction the works of (Brady and Robertson, 2001; Cronin and Taylor, 1992; Frazer Winsted, 2000; Spreng and Mackoy, 1996) lead us to believe that satisfaction and service quality are distinct constructs and, that service quality is an antecedent of the broader concept of customer satisfaction. An accepted view is that the essential determinant of satisfaction is the confirmation/disconfirmation of pre-consumption product standards (Erevelles and Leavitt 1992; Oliver 1996). Several different comparison standards-each exclusively tied to positively aspects of product features and their implications for consumers-have been used in past research. By far the most common are predictive expectations of attribute performance, as incorporated in the expectations-dis-confirmation (ED) model of satisfaction response (Boulding et al. 1993; Oliver 1996; Tse and Wilton 1988). Desires based on features and benefits that are considered ideal or aspirational in the product domain have also been recommended (Westbrook and Reilly 1983). Other models use equity expectations based on what the consumer believes reasonably should occur given the product/service price (Oliver and Swan 1989) and experience-based norms de-rived from personal experiences or information received (Cadotte, Woodruff, and Jenkins 1987). Although these four types of comparison standards reflect the four principal satisfaction models articulated within the CS paradigm, past researchers probably have overemphasized the significance of predictive expectations and the ED model (Cadotte, Woodruff, and Jenkins 1987). lacobucci, Grayson, and Ostrom (1994) recently called for research into conditions that determine the use of certain standards over others and the possibility of multiple simultaneous standards, and new empirical work has begun to support these ideas (Spreng, MacKenzie, and Olshavsky 1996). A few CS paradigm researchers have gone beyond these cognitively toned model formulations to consider the affective nature of satisfaction (Oliver 1996; Westbrook 1987). Perhaps most intriguing is Olivers (1989) suggestion that there exist five different modes or prototypes of satisfaction: contentment (with its primary affect of acceptance or tolerance), pleasure (a positive reinforcement state that involves the evocation or enhancement of a positive, well-liked experience and a primary affect of happiness), relief (a negative reinforcement state occurring when an aversive state is removed), novelty (expectations of the unexpected that yield a primary affect of interest or excitation), and surprise (a primary affect of either delight or outrage as occurs when the product performs outside the range of expectations). Empirical examination of these modes has just begun, with initial results indicating a more parsimonious structure than originally proposed (Oliver 1996). Although satisfaction has been conceptualized in terms of either a single transaction (i.e., an evaluative judgment following the purchase occasion) or a series of interactions with a product over time, Anderson and Fornell (1994) note that nearly all satisfaction research has adopted the former, transaction-specific view. Indeed, several observers have chastised the marketing field for treating satisfaction as a static evaluation derived from a lone trial event, noting that comparison standards are likely to change with consumer experience (Iacobucci, Grayson, and Ostrom 1994). Among the few satisfaction studies that have adopted longitudinal designs, most remain wedded to the CS paradigm (e.g., Bolton and Drew 1991; LaBarbera and Mazursky 1983; Richins and Bloch 1991). References Cronin, J.J. and Taylor, S.A. (1992), Measuring service quality: a re-examination and extension, Journal of Marketing, Vol. 56, July, pp. 55-68. Parasuraman, A., Zeithaml, V.A. and Berry, L.L. (1985), A conceptual model of service quality and its implications for future research, Journal of Marketing, Vol. 49, Fall, pp. 41-50. Bitner, M.J. (1990), Evaluating service encounters: the effects of physical surroundings and employee responses, Journal of Marketing, Vol. 54, April, pp. 69-82. Bolton, R.N. and Drew, J.H. (1991), A multistage model of customers assessments of service quality and value, Journal of Consumer Research, Vol. 17, March, pp. 275-84. Brady, M.K. and Robertson, C.J. (2001), â€Å"Searching for a consensus on the antecedent role of service quality and satisfaction: an exploratory cross-national study†, Journal of Business Research, Vol. 51, January, pp. 53-9. Frazer Winsted, K. (2000), â€Å"Service behaviors that lead to satisfied customers†, European Journal of Marketing, Vol. 34 Nos 4/3, pp. 399-417. Spreng, R.A. and Mackoy, R.D. (1996), â€Å"An empirical examination of a model of perceived service quality and satisfaction†, Journal of Retailing, Vol. 72 No. 2, pp. 201-14. Anderson, E.W., Fornell, C. (1994), A customer satisfaction research prospectus, in ust, R.T., Oliver, R.L. (Eds),Service Quality: New Directions in Theory and Practice, pp.241-68.. Yi (1990) conceptualizes satisfaction as an attitude-like judgment following a purchase act or based on a series of consumer-product interactions.

Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

Melanoma :: essays research papers fc

The word melanoma comes from the Greek words, melas (black) and -oma (tumour). It is a very serious cancer that most often occurs in the skin and less frequently in the eye or in the lining of the nose, mouth, or genitals. Melanoma begins in melanocytes, cells that make a pigment called melanin. Both light- and dark-skinned people have melanin, which gives colour to the skin, hair, and parts of the eye. The skin is the largest organ in the body, so it isn’t surprising that skin cancer is the most common of all cancers. Melanoma is the least common form of skin cancer, affecting 4% of all cases but causing 79% of skin cancer deaths. The average age of people diagnosed with Melanoma is between 45 and 55, although 25% of cases occur in people under 40. About 10% of all people with melanoma have a family history of melanoma. You are at increased risk of developing melanoma if there is a family history of melanoma in one or more of your first-degree relatives like a parent, child, brother or sister. The major environmental risk factor for melanoma is overexposure to ultraviolet (UV) radiation from the sun. People who have fair skin that burns or freckles easily need to be especially careful in the sun as protecting yourself against UV overexposure is an important way you can help reduce your risk of developing melanoma. There are two common misconceptions about melanoma. The first is that melanomas develop only in sun-exposed areas of the body. In fact, melanomas can occur in areas not normally exposed to the sun, including the abdomen, genitals, and soles of the feet. The second misconception is that dark-skinned and Asian people are not at risk for the disease. In fact, one type of melanoma occurs most frequently in African American and Asian populations, developing on the palms, soles, and nail beds. The first sign of melanoma is often a change in the size, shape, or color of an existing mole or the appearance of a new mole. Men most commonly develop melanoma on the trunk, particularly the back, and women on the legs or arms. Melanoma develops in a manner similar to other cancer types. A cell's DNA genes, which control cell division and reproduction, become damaged. The damaged genes cause the cell to divide and grow without control or order, eventually becoming a malignant tumor. Melanoma :: essays research papers fc The word melanoma comes from the Greek words, melas (black) and -oma (tumour). It is a very serious cancer that most often occurs in the skin and less frequently in the eye or in the lining of the nose, mouth, or genitals. Melanoma begins in melanocytes, cells that make a pigment called melanin. Both light- and dark-skinned people have melanin, which gives colour to the skin, hair, and parts of the eye. The skin is the largest organ in the body, so it isn’t surprising that skin cancer is the most common of all cancers. Melanoma is the least common form of skin cancer, affecting 4% of all cases but causing 79% of skin cancer deaths. The average age of people diagnosed with Melanoma is between 45 and 55, although 25% of cases occur in people under 40. About 10% of all people with melanoma have a family history of melanoma. You are at increased risk of developing melanoma if there is a family history of melanoma in one or more of your first-degree relatives like a parent, child, brother or sister. The major environmental risk factor for melanoma is overexposure to ultraviolet (UV) radiation from the sun. People who have fair skin that burns or freckles easily need to be especially careful in the sun as protecting yourself against UV overexposure is an important way you can help reduce your risk of developing melanoma. There are two common misconceptions about melanoma. The first is that melanomas develop only in sun-exposed areas of the body. In fact, melanomas can occur in areas not normally exposed to the sun, including the abdomen, genitals, and soles of the feet. The second misconception is that dark-skinned and Asian people are not at risk for the disease. In fact, one type of melanoma occurs most frequently in African American and Asian populations, developing on the palms, soles, and nail beds. The first sign of melanoma is often a change in the size, shape, or color of an existing mole or the appearance of a new mole. Men most commonly develop melanoma on the trunk, particularly the back, and women on the legs or arms. Melanoma develops in a manner similar to other cancer types. A cell's DNA genes, which control cell division and reproduction, become damaged. The damaged genes cause the cell to divide and grow without control or order, eventually becoming a malignant tumor.

Gas Pressure Lab :: Papers

Gas Pressure Lab We pumped air into the tube until the pressure was as high as possible, which was 3.4x105 Pa. We recorded the volume of gas; it was 16.0cm3. We then let the pressure down slightly and recorded the pressure and volume again. We repeated this about 15 more times, which was when the pressure reached 1.03x105 Pa. Here are the results: Gas Pressure (x105 Pa) Gas Volume (cm3) 3.4 16 3.23 16.9 3.09 17.8 2.91 18.8 2.78 19.7 2.62 21 2.48 22.1 2.31 23.7 2.15 25.7 1.97 28.1 1.73 31.9 1.6 34.9 1.41 39.1 1.28 43.3 1.12 50 1.03 56 EXPLANATION Boyle ¡Ã‚ ¦s law states that the volume of a fixed mass of ideal gas at constant temperature is inversely proportional to the gas pressure: P „f 1/v OR pv = constant This means that if p is doubled then v is halved, or, if p is halved then v is doubled. MOLECULAR EXPLANATION At room temperature and pressure, there are a certain number of gas molecules in 10cm3 of air. Each molecule exerts a pressure on the walls of a container. The molecules hitting the sides of the container cause this pressure. If you decrease the volume that the air occupies from 10 cm3 to 5 cm3, then there would be twice as many molecules per cm3 than before. This means twice as much pressure will be exerted due to twice as many molecules hitting the sides of the container at a certain time. ANALYSIS To analyse my results I will extend my table from before by adding 1/v and pv: p (x105 Pa) v (cm3) 1/v (cm-3) pv (x105 Pa cm3) 3.40 16.0 0.062 54.40 3.23 16.9 0.059 54.58 3.09 17.8 0.056 55.00 2.91 18.8 0.053 54.71 2.78 19.7 0.051 54.77 2.62 21.0 0.048 55.02 2.48 22.1 0.045 54.80 2.

External/Internal Factors Essay -- Business, Technology, Innovation

In this modern business world that utilizes multitudes of technologies from powerful computers to hand held smart phones, one company has managed to secure it position. Google is now a household name in many parts of the world. The success that Google has enjoyed the past decade was not the result of pure luck. Rather it was a well organized business endeavor that incorporated sound business principles planning, organizing, leading, and controlling and timely quality products. In a number of ways Google is a benchmark company in regards to Technology, Innovation, Globalization, Diversity and Ethics. Google is a great modal of a modern technology company producing the software tools and toy that the world desires. Technology and Innovation Since its beginning in 1996, Google has always in the forefront with technology and innovation. Founders, Larry Page and Sergey Brin, collaborated on an idea that would amaze their peers and the world (Google history, 2010, figure 2). Larry and Sergey were faced with internal and external forces that would propel and inhibit the invention of Google. Their plan was to develop a search engine that their fellow college students could access for information. They were able to organize their thoughts and pool their talents to start formatting and formulating the search engine. One of the external forces that very quickly became a problem was that Google had outgrown the bandwidth it was using, and they had to find more room. Larry and Sergey began hiring the staff that would propel Google into the history books. They hired people who had the technological savvy and innovative ideas to lead Google into a market that they could only imagine at the time. In May 2000, Google rele... ..., 2011). Like every business owner, they strive to make their products and organization the best it can be. Instead of resulting, once again, to dishonest practices, they have kept their moral compass intact and have expanded globally hiring the best talent. These employees now constantly monitor the web through the use of Googlebots, ensuring that accurate and relevant information is provided quickly, every single time. In short, when it comes to controlling and adapting to change, Google is well ahead of the curve. Today the main component of the business is the search engine, although Google has added new innovations such as Google Earth, Universal Search, Realtime Search and Android. By staying informed and making conservative decisions, the leaders at Google will be able to maintain the quality of their produces and ensure their popularity for years to come.

White Tiger

In current society many books are written based racial or social issues reflecting the past, present or future. The White Tiger by Aravind Adiga is an example that confronts social and racial issues within India, shown through the eyes of servant to wealthy, named Balram. Born in rural part of India with a deceased mother and rickshaw-pulling father, Balram is dedicated to serving others. Whether it was driving the wealthy around, grinding coal, or running behind cars to get a job, Balram’s life was constant and there was no chance of him becoming a man who had servants.He was judged on where he was from and the family he was born into just like Jim was judged in The Adventures of Huckleberry Finn for the color of his skin. They both had nothing to do with what they were born with but they both try to make the best of their lives by making relationships with those of a higher class or skin tone. In comparison to The White Tiger Balram shows how he deals with struggles within g iven class in order to better himself in the modern Indian society. The common apartment buildings in Delhi thrive on the past like caste systems based on the structure of the floors within the apartment.Balram describes his job, as a servant is to drive his masters around and then when they return to the buildings clean the apartment or do anything for his masters waiting for the master to tell him to leave until the morning. When Balram is done with work he goes downstairs to the servants’ quarters in the basement, which is traditional to have in apartment buildings because all residential buildings or homes are built with quarters to house their servants. These living arrangements are a place of â€Å"rest, sleep, and wait.When our masters wanted us an electric bell began to ring throughout the quarters†¦I swept the floor, tied the mosquito net to four nails on the wall, and went to sleep. The wall was covered with cockroaches,†(108-110). While their masters li ved in beautiful, cleanly apartments, their servants sleep on the lowest part of the building full of cockroaches and dirt awaiting the bell to go to their masters. The life in the apartment building represents the Caste System, that was prominent in India but now is illegal all over India, with the poorest, lowest class in basement and then the rising castes follow.Although Balram does not highlight the floor assignments of the building resembling the Caste System; the idea of living below your master is a representation of the ancient but known system. Life as servant for Balram in India means that he can’t be considered or seen doing the same things as his masters suggesting that he is not of the social status to partake in the same activities. The idea that Balram drives his masters to the mall and then not allowed to enter the same mall as them is ridiculous.But its not just Balram who sits and waits outside for his clients but other chauffeurs cannot enter the mall too. Balram describes his desire to go into the mall but knows that the guards will never let him because of the way he is dressed. â€Å"I went to the gateway of the mall in my new white T-shirt. But there, the moment I saw the guard, I turned around- went back to the Honda City†¦Even as I was walking side the mall, I was sure someone would say, Hey! That man is a paid driver! What’s he doing in here,† (128)?Going to the mall is like entering a prestigious club with guards protecting it to make sure those who did not belong get in. This representation of the Caste System is shown by those who were not in the right class would not have the same privilege of shopping in the mall like the upper classes. Balram compares being a servant of the wealthy to a Rooster Coop, where both a servant and rooster are trapped in a controlling world of a master that is useful and beneficial to the master.â€Å"He unloads all this furniture for you, and you give him the money in cash- a fat wad of cash the size of a brick†¦A years salary, two years’ salary, in his hands, and he never takes a rupee of it,† (148). The idea of the Rooster Coop is that these servants have so many opportunities to steal the money of their masters but they do not want to disobey them. They are worried that their families will be harmed and therefore these servants are imprisoned by the rich just the chickens are by farmers. White Tiger In current society many books are written based racial or social issues reflecting the past, present or future. The White Tiger by Aravind Adiga is an example that confronts social and racial issues within India, shown through the eyes of servant to wealthy, named Balram. Born in rural part of India with a deceased mother and rickshaw-pulling father, Balram is dedicated to serving others. Whether it was driving the wealthy around, grinding coal, or running behind cars to get a job, Balram’s life was constant and there was no chance of him becoming a man who had servants.He was judged on where he was from and the family he was born into just like Jim was judged in The Adventures of Huckleberry Finn for the color of his skin. They both had nothing to do with what they were born with but they both try to make the best of their lives by making relationships with those of a higher class or skin tone. In comparison to The White Tiger Balram shows how he deals with struggles within g iven class in order to better himself in the modern Indian society. The common apartment buildings in Delhi thrive on the past like caste systems based on the structure of the floors within the apartment.Balram describes his job, as a servant is to drive his masters around and then when they return to the buildings clean the apartment or do anything for his masters waiting for the master to tell him to leave until the morning. When Balram is done with work he goes downstairs to the servants’ quarters in the basement, which is traditional to have in apartment buildings because all residential buildings or homes are built with quarters to house their servants. These living arrangements are a place of â€Å"rest, sleep, and wait.When our masters wanted us an electric bell began to ring throughout the quarters†¦I swept the floor, tied the mosquito net to four nails on the wall, and went to sleep. The wall was covered with cockroaches,†(108-110). While their masters li ved in beautiful, cleanly apartments, their servants sleep on the lowest part of the building full of cockroaches and dirt awaiting the bell to go to their masters. The life in the apartment building represents the Caste System, that was prominent in India but now is illegal all over India, with the poorest, lowest class in basement and then the rising castes follow.Although Balram does not highlight the floor assignments of the building resembling the Caste System; the idea of living below your master is a representation of the ancient but known system. Life as servant for Balram in India means that he can’t be considered or seen doing the same things as his masters suggesting that he is not of the social status to partake in the same activities. The idea that Balram drives his masters to the mall and then not allowed to enter the same mall as them is ridiculous.But its not just Balram who sits and waits outside for his clients but other chauffeurs cannot enter the mall too. Balram describes his desire to go into the mall but knows that the guards will never let him because of the way he is dressed. â€Å"I went to the gateway of the mall in my new white T-shirt. But there, the moment I saw the guard, I turned around- went back to the Honda City†¦Even as I was walking side the mall, I was sure someone would say, Hey! That man is a paid driver! What’s he doing in here,† (128)?Going to the mall is like entering a prestigious club with guards protecting it to make sure those who did not belong get in. This representation of the Caste System is shown by those who were not in the right class would not have the same privilege of shopping in the mall like the upper classes. Balram compares being a servant of the wealthy to a Rooster Coop, where both a servant and rooster are trapped in a controlling world of a master that is useful and beneficial to the master.â€Å"He unloads all this furniture for you, and you give him the money in cash- a fat wad of cash the size of a brick†¦A years salary, two years’ salary, in his hands, and he never takes a rupee of it,† (148). The idea of the Rooster Coop is that these servants have so many opportunities to steal the money of their masters but they do not want to disobey them. They are worried that their families will be harmed and therefore these servants are imprisoned by the rich just the chickens are by farmers.

Childcare and Education Essay

E1.Identify 5 pieces of current legislation and E2. Describe how each legislation will influence working practices in the setting. The Human Rights Act 1998 is broken down into 5 key principles which are; Fairness, Respect, autonomy, dignity and equality. Equality would influence working principles because the children would be treated fairly by having their individual needs met to ensure the same outcome is achieved as the other children. Settings can maintain fairness and respect by having the practitioners in the setting following the same policies and procedures. This would also avoid conflict between staff and would not confuse the children with knowing their expectations. Another way settings can have respect in the setting could be by following parent’s preferences such as their food preferences for their child. My current placement follows parent’s preferences by having meals that are suitable for children without specific food preferences and set meals to meet cultural and health needs. Settings can promote autonomy by encouraging children to build on their life and social skills. This can be done by the setting providing games such as a simple board game where the children have to choose their game piece and where they have to turn take. This would also build on autonomy because it would teach children how to share and how to treat other children or people with a positive attitude. For an example if a child is an only child, they may not know how to share with other children, so playing a game that engages their interest would gradually teach the child how to build on his turn taking skills and how to interact positively with other children. In the setting, dignity can be maintained by removing situations where a child may feel embarrassed or ashamed. If a child wets their selves, the practitioner in the setting should take the child into the bathroom and change them. The practitioners shouldn’t draw the other children’s attention to the child who has had an accident. The child would need some comfort and reassurance as this situation is almost always very embarrassing and distressing. The Childcare Act 2006 focuses on adult to child ratios, qualification levels of staff and types of drinks and snacks available for the children and follows the early year’s foundation stage framework. This would influence working practices because it helps to keep the children healthy. This would influence working practices because it helps to keep the children healthy. Settings can follow the Childcare Act 2006 focuses by  providing fruit, milk and water at snack time. This can also be done by having playtime outside so that the children would get vitamin D and fresh air. Also the settings would provide meals with nutrition and are aware of dietary and cultural needs. The children act 1989 and 2004 aims to protect children by working in partnership with parents and by the every child matters which have five main principles: Be healthy, Stay Safe, Enjoy and achieve through learning, achieve economic well-being and make a positive contribution to society. The Enjoy and achieve through learning will influence practice because it allows practitioners to cater for each child’s needs whilst ensuring that the children are enjoying what they are doing or learning. The Equality act 2010 has been simplified from 9 separate acts into 1 act. The main is to end all forms of discrimination. The protected characteristic of disability will help to influence practice as this will help practitioners be able to differentiate activities and to re-create the same experience using other methods or activities. The health and safety at work legislation is about keeping yourself and others safe. This will influence practice because it will ensure the utmost safety for both the children and staff of the setting. This can be done by having regular risk assessments and by finding a solution to any hazards. For an example, if there is spilt water, a staff member should mop it up as soon as possible to avoid staff or children slipping and being injured. E3. Describe how policies and procedures will help safeguard children. One policy could be the safeguarding policy. The safeguarding procedure helps to protect children because the setting would have a safe recruitment method to ensure that all staff are suitable to work with children or are qualified to work with children legally. For an example, before I could start my placement and working with the children, I had to show my CRB check to my nursery’s placement officer. CRB checks helps to safeguard children because it would prevent anyone with a serious criminal offence or someone who could be a danger to children from working with them there for protecting the children from being mistreated or harmed. Another part of the safeguarding procedure that would safeguard children would be to have a designated person who has a clear and defined role and responsibility in regards to child protection. Having a designated person would help safeguard children  because they would be the person the practitioners should go to if there are concerns about a child’s safety or welfare concerns about the actions of a staff member. This would safeguard children as the designated person would be able to decide what actions need to be done in order to resume the child’s welfare or to decide what the disciplinary action is for the staff that has had the allegation made towards them. To avoid this, all staff should have regular child protection training. A separate policy could be the behaviour management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behaviour, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behaviour management methods should always only be used instead of physical contact. However, physical contact should only be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It would help safeguard children because it would reduce the risk of the children being physically hurt and would maintain a safe learning and play environment. It is important that the setting outlines the behaviour because management procedures because it will give consistency to the children as the practitioner within the setting will follow the same set of rules enabling children to know the rules and expectations clearly. E4. Describe how the policies and procedures promote fair, Just and inclusive strategies. A procedure that promotes fair, just an inclusive strategy is adapting resources to meet children’s needs. This can be done by having a range of equipment that helps children and their individual needs. This can be done by providing a range of different sized paint brushes and sponges for an example. This would allow children to develop their creative skills and interests whilst being able to develop their fine motor skills. A policy that promotes fair, just and inclusive strategy is the equal opportunities policy. This policy helps to include children because everyone in the setting has the right to be included in everything the setting does and every child has the right to education and developing their skills. Equal opportunities policy will also help children to feel valued and have their  progress and achievements celebrated. This can be done by displaying children’s artwork, creations and other outstanding work on a display board for all parents and staff to see. Another procedure that promotes fair, just and inclusive strategy is by showing awareness of different cultures and life styles. This can be done by having related activities or circle time celebrating different cultures, religions, life styles and things that challenge normal expectations. For an example; ‘all nurses are female’. This is inclusive practice because it involves every child’s cultural preferences and builds on children’s knowledge and understanding about the world we live in. Another policy that promotes fair, just and inclusive strategy is the Special Education Needs (SEN) policy. This policy allows every child to have the same care, attention and consideration as any other child in the setting, regardless of their disability or background. The policy states that every setting should have a SENCO worker and responsibility in adapting and adjusting the settings environment to help children have the same experience in the setting whilst having their individual needs met. This can be done by having braille books for children with a sight impairment or provide easy access in the building for wheel chair users. E5.Describe two strategies which can be used to empower children to develop independence and self-reliance One strategy that could empower children to become independent and self-reliant could be by having circle time regularly. Circle time should allow children to express their thoughts and feelings with the security of being listened to. Another strategy that would enable children to be independent and self-reliant would be to take part in food preparations such as choosing what fruit they’d like for snack time and cutting the fruit themselves. E6. Give examples of how settings may prepare children for transfer or transitions â€Å"transitions into reception classes was at best abrupt and worst traumatic† (Scott,(2005),P21) One way settings can prepare children for transfer or transitions could be by the child’s key worker taking the child to open days or visits. This would allow the child to familiarize their selves with the new teachers or key people who would be working with them as this would also make the child feel comfortable with going to the setting as they know somebody who they can talk to. Another way setting can prepare children for transitions could be by having learning partners or mentors who are older children from the setting where some of the children may be moving up to. This would help children to build relationships so that they feel confident in moving up to the setting because they’d know another child there. Final ways setting can help prepare children for transitions could be by having individual transition plans for each child. The setting would need to â€Å"make time to share previous information† (Scott,(2005),P21) to the setting that the child is transferring to because this would allow the teachers to cater and plan for the child’s needs and interests. D1. Explain the key issues relating to the practice which supports children to prepare for transitions One key issue relating to supporting children through transitions when starting nursery could be to follow a settling in procedure. The Settling in procedure often involves havin g the parent and child having a visit before the child’s official starting date. Having a visit before the child’s starting date will help the child to become more familiar with the setting. In time the child should feel more comfortable with going to the setting. The settling procedure also involves working in partnership with the parents. If the child sees the parent interacting with the staff members, it is more likely that the child will feel secure in the setting. Another key issue relating to supporting children through transitions when starting primary school would be to create a time where the children are involved. For an example, an activity could be to have a show and tell circle time, where the child brings in something from the weekend or something to do with the set topic and talks about it. This would help a child to settle in a primary school because it would give the child a chance to be involved with the class and have their discussions listened to. A third key issue relating to supporting children through transitions when starting nursery would be to find out what the child’s favourite toys are and put them out for the child to play with when they come into nursery. Also, to make the child feel welcomed, the practitio ner should also provide a range of appropriate activities for the children and always give the child an opportunity for them to participate in the activities as much or as little as they like. An alternative key issue relating to supporting children through transitions  when starting primary school would be to work in partnership with parents. This can be done by having notice boards around the school which has features such as â€Å"most improved child†, â€Å"Little stars† (Where children are placed here for good work or for doing something kind etc†¦) and put the child who is starting in the primary school on the notice board. This would make the child and parent feel proud and would give the child a sense of achievement which hopefully would make the child want to enjoy and participate in the school more. An alternative key issue relating to supporting children through transitions when starting nursery could be by providing opportunities for the child to express their feelings. This can be done by having regular one to ones with the child and their key worker, Having areas for the children to independently draw and write in addition to having â€Å"End of the day† circle time where the children have the freedom to say what they liked about the day or what they didn’t like. This will help the practitioners in the setting know what the children really engage in and which activities they don’t like to participate in. Also It would help the practitioners learn more about the child who is starting in the nursery as it will help the practitioners provide more activities that the child is interested in. Hopefully in time, this will help the child to enjoy nursery more. A final key issue relating to supporting children through transitions when starting primary school would be to help the child develop self-help skills. This can be done by encouraging the child to take responsibility for their selves, such as putting on their coats or helping to tidy up the classroom. This would help the child settle in nursery because this give the child a sense of accomplishment and would also build on their self-esteem with the thought of â€Å"I can do that† and being able to try new things. Also helping to build on the child’s self-help skills will also help to â€Å"practice their large and small motor skills† (http://www.extension.org) C1.Evaluate one theoretical perspective which supports the development of strategies for empowering children I have chosen the constructivist theory. The theoretical perspective links in with strategies that empower children because it helps children become self-reliant. This theory also influences practice because it helps the child care practitioners to assist the children build on vital life skills such as  making decisions and communicating. For an example, at my placement during snack time, the children have a choice of milk or water. The children either has to point to or say the drink they’d like to have. This encourages children to language and encourages them to start to take responsibly for their own wellbeing. This theory also influences practice because it helps the childcare practitioners to define children who has specific needs or children who needs extra support as they may not be developing in the developmental areas as they should. The good element to this theory is that children learn to build on the child’s life skills such as becoming more self-reliant. The theory is also good because play is important as it lets children use imagination and responsibility of the child’s learning. It also helps to build on the child’s fine and gross motor skills. However, the bad points about this theory are that children develop little without an adult although staff shouldn’t allow the children to be too attached to them as the children wouldn’t interact very well with children their age as well as giving children adequate help and support so that the child can learn to be self-reliant so that in the future they, they would be able to achieve more without much support from the adult. The theory can be improved by ensuring that the staff should try and make sure that the sessions within the setting are 50% adult led and 50% child led as this would help the children to form knowledge and understanding of the world because of accurate information being shared by the childcare practitioner and will allow the children to take an active role in choosing what they’d like to learn. For an example, a child may choose to play with toy animals. To a person, the child is just playing but the child could actually be learning about the different types and sub-species of animals in a basic and simple form. In addition to this, having a balanced adult and child led setting will help children to get an equal opportunity to interact with both adult and children. E7.Exaplain the cause and effects of discrimination on children B1.Discuss  how the causes and effects of discrimination may affect practice in the setting. The staff attitudes and values can affect the atmosphere because the childcare practitioners may unintentionally teach children that it is okay to discriminate people. For an example, if a member of staff said â€Å"all ginger children are violent and aggressive†, this could influence children because it may make the children tease or leave out other children who have ginger hair during play time. It also may affect the way the practitioners work and teach because the practitioners might interact with a group of children and leave out a child because of their views. This affects the children because it â€Å"children can quickly pick up the signs given out and they can sense if there is tension† in addition to making the child feel undervalued and not accepted which can make the child withdraw from activities and communicating with other adults and children or could trigger bad behaviour. Settings should show respect for the parents and families by respecting the parents or families’ choices and requests within reason as this would show inclusion. For an example, if a parent prefers their child to be vegetarian the setting should provide vegetarian food whereas if a parent asks for a child not to play with a toy/or do an activity, the staff should challenge it every child has the right to have an equal opportunity. This can affect the practice within the setting because the practitioners may have a stereotypical view about children such as girls should wear dresses and play in the home corner whereas boys should only play with construction activities. This affects the child because it would make the child feel like they are not unique as they may become fearful of doing new activities as they have been told off or been influenced to only do what the adults say. In my nursery they avoid being discriminative by providing food options suitable for a range of cultural preferences, the setting will make sure that the child will have a vegetarian meal. Discrimination can affect children because it can make them feel awkward if there aren’t many posters, books, toys or other resources that would help other children learn about diversity, different cultures and different lifestyles that may challenge the ‘norm’. For an example not all men go to work and not all women stay at home to look after the children. Note: This answer is wrong A .Reflect on the influence of legislation on working practices within early years settings. One policy could be the behavior management policy. This policy would help safeguard children as it helps children to think about their actions and the consequences they may cause. When a child has behaved in an unwanted behavior, the disciplinary guidelines should be taken. The disciplinary guidelines are Give verbal warning, Move the child away from the area and time out if the first two stages don’t work. The above verbal behavior management methods should always only be used instead of physical contact. However, physical contact should be used if you need to restrain a child if they are causing harm to their selves, other children and people or are damaging the settings property. It is important for the setting to outline the behavior management procedure to ensure adults know the limits and boundaries so that staff doesn’t receive allegations about harming children. Another legislation that influences practices within early year settings could be the safe guarding policy. This policy ensures that all children are safe and are kept from harm or neglect. The safeguarding policy and procedure influences practices in the early years setting because it is the staff within the settings role because they take on the parental responsibility to take care of the child. There should always have a designated person who staff can go to when there are concerns for a child’s welfare or if the staff member needs advice on their role within the setting or to provide safe guarding inductions for new staff. This influences settings because the designated person makes sure that the children’s welfare is paramount as well as ensuring that the child protection policy is updated yearly. This would help to make sure that the settings child protection policy is following the current laws about safeguarding children. [quote here] . Another role of the designated person would be to make sure the staff members within the setting has child protection training every two to three years and is recorded to make sure that the staffs is complying to the law. (2012 ). Ways to Encourage Self-Help Skills in Children. [ONLINE] Available at: http://www.extension.org/pages/26436/ways-to-encourage-self-help-skills-in-children. [Last Accessed 29 November 2012 ].