Illegal Street Racing Essay -- Descriptive Racing Car Essays

under-the-counter Street RacingVivid moonlight, dim city, slight overcast on the noxious night. Cool breeze blows over your sweltering body. Heart racing, parturiency pouring, adrenaline pumping through the body like gas through the engine of a car. Body trembling, hands shaking, eyes twitching, cull uneasy as beady eyes observe your every move. Thunderous noise approach path from the crowd, situation astoundting heavier the closer you get to the line. Tension raised to the scoop as time draws nearer.5-0 no where to be found, time to go. significance of truth draws near, one hand rises, heartbeat rises with it. Second hand rises, heartbeat rises even more with it. The body tightens up the mind focuses as you get ready. Hands drop just as fast as your foot drops to the floor. Loud squealing coming from behind you, body is thrown back, scenery passing by, quickly becoming a blur. Hands in a death-grip, body is pulsating, mind is clear, feeling of freedom overcomes. Focus quickly turns to reverberate to glance at opponent just as quick as it focuses back. Eyes now focused on goal ahead, body overly feeling the closeness of the goal. Embracing of the feeling, then silence. Triumph, glory comes as the moment ends and the mind and body slowly knuckle unders back to normal. Now comes the return to the real world. What you have just give birthd is a drivers perception of an illegal street race. This is done to set a paper as to why drivers even do it. Street racers live and achieve for those couple of seconds while racing. It is their carriage of escape from the world around them. It is their way to get forward from their everyday jobs and to do something that they love the most. They are not like the regular people that do average things to get away and escape. ... ... them to find ways to race while a safe manage place to race will bring in some of the racers entirely not all of the them. Racing on a track is not the same as r acing on the street. The street racing experience is a one of a kind and always will be. plant life CitedAmijo, Mark. Pros Want to Curb Illegal Street Racing. 6 Mar. 2004. 28 Mar. 2004 <http//www.azcentral.com/sports/ drive on/0306nhra0306.htmlNHRA. Illegal Racing Stats. 2003. 28 Mar. 2004 <http//www.nhra.com/streetlegal/stats.htmlRendon, Paul-Mark. THE THRILL THAT KILLS. Macleans 114.38 (Sept. 17, 2001) 36-39. Academic Search Premier. 28 Mar. 2004 <http//search.epnet.com/direct.asp?an=5124402&db=aphWarner, Fara. Driving Too Fast. Too Furious. Too Old?. 7 Nov. 2003. 28 Mar. 2004<http//query.nytimes.com/search/articlepage.htmlres=9E05E3D71430F932A05753C1A9659C8B63

Othello: its Themes Essay -- Othello essays

Othello its Themes In the Shakespearean tragedy Othello how many themes are there? And which ones predominate. This paper seeks to discipline the reader on this subject. In her book, Everybodys Shakespeare Reflections Chiefly on the Tragedies, Maynard mac comments on the seeming predominance of the theme of loss in the fun In any event, what comes to us most forcefully from the stage in Othello is not mystery but the agony of loss, loss all the more tragic, in some instances, for not being inevitable. Brabantio loses (in every sense) his much-loved only small fry and eventually dies of grief. Cassio in a drunken moment loses his soldiers discipline, then his lieutenancy and his cherished comradeship with Othello. Othello, in turn, losing under Iagos tuition his ability to distinguish the individual woman he married from the warning cynical stereotype, abandons with it all pride in his profession together with the possession that made him the man he was. And Desdemona, th rough no real soil of her own, loses the magical handkerchief. (131) The theme of loss, however, is not the theme on which the play opens. Lily B. Campbell in Shakespeares Tragic Heroes indicates that detest is the theme on which this play opens It is then on a theme of hate that the play opens. It is a hate of inveterate anger. It is a hate that is bound up with envy. Othello has preferred to be his lieutenant a military theorist, one Michael Cassio, over the experienced soldier Iago, to whom has fallen instead the post of his Moorships ancient. Roderigo questions Iago Thou toldst me gram didst hold him in thy hate. And the reply is a torrent of proof of the nuisance for Othello... ...Ferguson, Francis. Two Worldviews Echo Each Other. Readings on The Tragedies. Ed. Clarice Swisher. San Diego Greenhaven Press, 1996. Reprint from Shakespeare The Pattern in His Carpet. N.p. n.p., 1970. Gardner, Helen. Othello A Tragedy of Beauty and Fortune. Readings on The Tragedies. Ed. C larice Swisher. San Diego Greenhaven Press, 1996. Reprint from The Noble Moor. British Academy Lectures, no. 9, 1955. Jorgensen, Paul A. William Shakespeare The Tragedies. Boston Twayne Publishers, 1985. Mack, Maynard. Everybodys Shakespeare Reflections Chiefly on the Tragedies. Lincoln, NB University of Nebraska Press, 1993. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http//www.eiu.edu/multilit/studyabroad/othello/othello_all.html No line nos.

The Many Faces of American Identity

Since the Civil War, Americas indistinguishability and the identicalness of its citizens has gone through and through multiple transitions, separately building upon or rejecting the ideas and principles of those issues which had gain before.From the racial segregation and discrimination of African Americans from the time of Reconstruction through the Civil Rights movement of the 1960s, the plight of the poor and the governmentally disenfranchised, the struggle for contact rights for women and homosexuals, and the post-Cold War issues of globalization and economic viability in a changing world, the opinion of what it means to be American has adapted to both(prenominal) the successes and failures of each.At the basis of each of these struggles is the idea that at periods throughout American history each of these groups pass water felt the need to be heard and represented, having been marginalized by loving and political injustices and ideologies that at each turn represented a hypocrisy oer the basic tenets of freedom and liberty. Unrepresented and kept outside of the political process and the mainstream genial identity, these groups have sought to alternately belong to a concept of the American identity and to redefine it.In examining each of these developments, from Jacob Riis 1890 expose of the New York City slums to the tender freedoms and challenges of the post-Cold War America of presidents Clinton and G. W. Bush, I will illustrate how each social and political revelation combine to create an American identity that is enigmatical of its future while carrying an aw arness of its past. Jacob Riis 1890 book How The Other Half consist gave the average, middle-class American room for pause. In his description of the slums and challenges faced by the economically and socially slip byicapped masses of New York City, show an underbody to the American dream.The poerty and in comparability that pervade the plight of the tenement dweller, both black and white, is at odds with the ideals of freedom. In circumstance, Riis makes a case for African-Americans who having recently been emancipated had fled the institutionalized racism of the South to come work and bouncy in New York. However, they have escaped one kind of bondage, all the way and legally defined, to be forced into a socially ambiguous still no less prevalent form of degradation and discrimination.But even as Riis decries the struggle of the newly arrived blacks, who based upon their skin color alone are placed at the bottom of the social ladder, his own views speak of a different kind of discrimination. While at once condemning the landlords who moolah by courting black tenants due to the ability to charge more(prenominal) money, Riis explanation of the character of blacks is simplistic and demeaning, likening them more to children than adults commensurate in every respect to their white counter constituents, If his emotions are not very deep rooted, they are at least sincere while they last, and until the tempter gets the upper hand over again(Riis, p.155). He also expresses a desire to maintain a level of segregation, calling the mixing of races on Thompson Street where the this co-mingling of the utterly misdirect of both sexes, white and black, on such ground, there can be no greater abomination (p. 156). Despite the shortcomings of his viewpoint, influenced by the historical blood of whites and blacks in the U. S. , Riis nevertheless realizes that blacks are being pushed away from the very comparison promised to them as citizens, as Americans.Additionally, the poor native New Yorkers and immigrants who battalion the tenements, parcel of land a similar burden. Reduced by economic and social circumstance to merely subsist on the scraps of a society which has glum a blind eye to them, the pauper is in a position complimentary of hope, He is as hopeless as his own poverty (Riis, 1890, p. 246). Immigrants such as the Irish fared no better in Riis opinion, being particular vulnerable to the moral deterioration of slum life being the earliest and most thoroughly (Riis, 1890, p. 249) corrupted.The kind of separation between economic and racial portions of society, as well as the defense of one while the opposite remains degraded, is a common thread that runs throughout the permutes of the last degree Celsius in Americas identity. The 1896 Supreme Court ruling in the case of Plessy vs. Ferguson legalized this type of segregation with the separate still equal predecent, providing a constitutional basis for Jim Crow laws to flourish and plant deeper roots in the American South. Though struck down over a fractional a century afterward by the Courts last in Brown vs.Board of Education, the realization of equality as American citizens regardless of race, religion, sexuality, gender, or economic status proved to not be so easy. While in 1881 Chester Arthur hoped to assimilate the Native American population into the broader reach of white society through re-education and removal of tribal affiliation and heritage, no such policy was established in regard to African Americans. As with the struggle for womens and gay rights, the struggle for African American equality culminated within the federation itself.The refusal of Southern lawmakers to rise out of the era of racism and embrace a new concept of American, as non-white and white side-by-side, created a necessity to action. As Martin Luther King Jr. s 1962 letter From a Birmingham Jail attempted to explain this need to the black power social organization which both supported and chastised him for his actions in Birmingham and across the South, unfortunate that demonstrations are victorious place in Birmingham, but it is even more unfortunate that the citys white power structure left the Negro community no alternative. More importantly, King understood the concept of the mutuality of the American community, whether it be black or white, male or female, which was picked up again by the youth culture that grew to embody a sense of change and challenge, as embodied in the Port Huron Statement. King noted in 1962 that, Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single do of destiny.Whatever affects one directly, affects all indirectly. There is truth still in that statement, as well as in the ideals placement within other struggles for equality. It is a concept that not only did the student protesters understood but was an equal basis for Betty Friedans feminine Mystique and the rise of the feminist movement and later the push for gay rights and better federal programs to combat the AIDS crisis.Like the inequalities of the forward century, the poverty described by Riis and the racism inherent to the continued racial discrimination, the gender and sexuality issue that has come to a head over the past fifty years have effectively acted to undermine the consider definition of American while also harming the fabric of society. Disenfranchised people are left to stagnate rather than grow and instead of good change it boils over in emotion and uncertainty.The women in Friedans Feminine Mystique cannot name the hypocrisy of the countrys national values and the gender roles programmed into their psyche and are bowed under an enemy they cannot see. The hypocrisy of American identity has not evaporated but instead become more elusive to understand and identify to be American has built upon the ideals established by King and Friedan, whose spirit of questioning and rebellion have become part of what it is to be American even as new and more heterogeneous cracks have appeared in the facade of such a delicate but no less no dream of freedom and liberty. Both electric chair Bill Clinton and George W.Bush illustrate this new era of a globalized identity with in their respective inaugurations. Each faced challenges during their presidencies, differing on a wide-array of social and political issues. However, on the cusp of their first term they express the optimism and unfailing double-blindness of a nation which tries to steer its hope to the future while alternately cowering against and celebrating its past. unceasingly aware of our differences, America has attempted to celebrate this difference even as we continue to marginalize along the lines of race, religion, politics, social status, and gender.It is a cycle of self-hate and narcism that has become as much a part of the American identity as the mythological concept of the American dream. Bibliography Arthur, C. (1881). Indian Policy Reform. PBS. Retrieved 30 April 2010 from http//www. pbs. org/weta/thewest/resources/archives/seven/indpol. htm. Brown vs. Board. (1954). Find Law. Retrieved 30 April 2010 from http//caselaw. lp. findlaw. com/scripts/getcase. pl? court=US& adenosine monophosphatevol=347& group Ainvol=483. Friedan, B. (1962). Femini ne Mystique. H-Net. Retrieved 1 May 2010 from http//www. h-net. org/hst203/documents/friedan1. html. King, M.L. Jr. (1963). Letter From a Birmingham Jail. The Martin Luther King Jr. Research & Education Institute. Retrieved 1 May 2010 from http//mlk-kpp01. stanford. edu/kingweb/popular_requests/frequentdocs/birmingham. pdf. Plessy vs. Ferguson. (1896). Find Law. Retrieved 30 April 2010 from http//caselaw. lp. findlaw. com/scripts/getcase. pl? court=US&vol=163&invol=537. Riis, J. (1890). How The Other Half Lives. New York Charles Schribner & Sons. Google Books. Retrieved 1 May 2010 from http//books. google. com/books? id=zhcv_oA5dwgC&dq=How+the+Other+Half+Lives&source=gbs_navlinks_s.

CanGo Company Analysis Essay

dilute 1 Absence of cooking for the lowup vocation.Analysis and tributeThe founder of the CanGo Comp whatsoever had disposed little thought to the long strand excogitates and care of the federation beyond the basic steps required to lounge around the bank line in place. The musical arrangements successes could be attributed to the unique inlet the CEO was able to fill for consumers mixed with old fashioned luck. Yes However, relying on these attributes to carry the business indefinitely would be ill advised. The largest risk in not utilizing strategic planning is failing to anticipate for fundamental changes in customer expectations, employee morale, regulatory requirements, competitive pressures, and economic changes. The federation may pretermit valuable lead time and momentum when trying to catch up to these changes that could be severely detrimental to the company (Olsen).The first put up of business for CanGo to move the company to the next stages and build a su stainable business would be to generate a vision statement, mission statement, and a particularized strategic plan that can be utilise as roadmaps for the companys next two to five years of operation. These elements should be considered the most(prenominal) important and immediate objectives for the top management of the company. They will form the primer of all other business decisions to be made in the organizations foreseeable future. Issue 2 Missing strategic planning for the future of the company.Analysis and RecommendationThe failure of management to mystify a realistic plan is clear when analyzing the speech given to the Hudson Valley problem association. Liz fails in her ability to outline the steps she took in order to lay down a successful business. Instead she covered her tracks with analogies of the ideas that were used to start the business. bandage having a good entrepreneurial concept is a commendable start if will not maintain a profitable business in the long term. The speech highlighted the disorganization of the companys management. there was no mention of setting goals, strategic planning, commercialise analysis, or financial considerations, or any other type of due diligence. The lack of a door-to-door plan will also impact the health of the internal dispense of the organization. The reaction of other employees to the speech was that of disbelief of alone how much of their hold has been left to chance. Employees clearly acquire a lack of confidence in the leadership of the company. This becomes even much apparent at the staff shock that shortly followed this speech that announced the changes in the companys pedagogy to move toward online gaming. What is the recommendation? A comprehensive plan?Issue 3 Deficiency exists in research for decision making. A chunk social organisation to company decisions is nonexistent and there is a failure to utilize squad strategic planning.Analysis and RecommendationThe company was looking to start a brand-new venture in the new and fast growing market of online gaming. The key employees of the company did not seem to be very implicated or enthusiastic about the idea of online gaming. They proposed other ideas that were quickly close down down or were completely ignored. When starting any new carrefourion or service in a company there is a need for designated teams who can do the research to find out if the result or service will work well in the designated market. along with the research team the company needed to involve their financial surgical incision to see where the company stood financially and risk analysts to analyze the risks associated with the new product or services. It is clear that CanGo did not have any type of formal strategic plan for locomote forward.All the members of the planning team needed to be on the same page. Andrew, the companys Director of Marketing, just seemed to be thinking about having fun. I know this is a sonoro us concept, but were talking about fun. You know fun? hark back when you were young? (Prentice Hall, 2002) while Ethel, the Director of Accounting, was concerned more about the financial aspects of online gaming, how its departure to impact the organization, and where it is going to take the company. Elizabeth, the CEO and company founder, needs to have another meeting with the key members of all the departments and salary attention to her staffs concerns pertaining to the online gaming venture before moving any further with the online gaming plans.Issue 4 Lack of direction and good chat practicesAnalysis and RecommendationThe Director of Operations depute chip off, a senior staff member, the task of developing an carrying into action plan. There was a brief description of the different tasks involved with this take in. The conversation was purely one sided. Without the necessary feedback the result was a loss of clarification. In order to create the type of motivation and momentum for such an implementation plan a simple project diagram or interlocking could have been used. The project intercommunicate is the tool used for planning, scheduling, and monitoring project progress. The network is developed from the information collected for the Work Breakdown Structure and is a graphic flow chart of the project job plan (Larson & adenine Gray, 2010).In order to get the online gaming implementation plan going there needed to be an organizational hierarchy. A Gantt chart, project network diagram, or just a simple prioritized to-do list would have helped cut to give his task a good start. Good. Instead he had to depend on his co-workers for guidance. This took them away from their own work and created inefficiencies. In project work there is no time to lose on assumptions. The only when way that a project will succeed is with good practices of talk and organization. The CanGo implementation team had to play catch-up when they should have been breaking d own the tasks into a Work Breakdown Structure format which could have been shared by all team members involved.Issue 5 Deficiencies exist in communication and organizational/prioritization skills.Analysis and RecommendationWhen assigned to launch a new gaming project on behalf of the company, Nick didnt exercise any structured plan of action. Neither had he requested for any supervisory program help when it was required for project implementation. Nick should have visualized a proper project plan for introducing a new online gaming frame on behalf of the company. Nick and his team members were able to initiate the project implementation based on management approval. By using a Gantt chart, Nick should have prioritized his team work assignment according to project goals.By using proper project planning Nick would have performed wear and allowed him to address all identified issues such as hardware, software, recommendations, price comparisons, and testing. Nick did not ask the right questions during project implementing nor during the assignment of the project to him. When projects were allocated to him, his statements were becloud and incomplete. He should have informed management if he knew about his personal shortfalls in the first place. During the project implementation, he should have gathered more knowledge and direction from supervision to successfully implement the assigned project. Issue 6 Absence of clear direction and prioritization from management.Analysis and RecommendationEmployees were presented with the watchword that sales were about to be join ond by five nose candy percent. The coach discussed different tasks that needed to be completed due to the increase in sales. He gave priority to order fulfillment. The significance of other tasks was problematic because the coach did not necessarily put the rest into any signifier of order. The Coach gave a timeframe of October and I am assuming that he evaluate the team to limit in what order the tasks were to be completed.I deal most that he opened up the floor to discussion to decide if there were any other tasks that were needed to be completed that he may have left out. This was a good way to admit his subordinates in the planning process but again there was not any indication on priority for any suggestions that were given. I odor that too much leeway was given to the team. The coach should have used a Gantt chart to explain the tasks at hand, what needed to be completed, and given specific deadlines.ReferencesLarson, E., & antiophthalmic factorere Gray, C. (2010). Project management, the managerial process. (5th ed., p. 158). Olsen, E. (n.d.). Risks of having no strategic plan. Retrieved from http//www.dummies.com/ how-to/ issue/risks-of-having-no-strategic-plan.htmlPrentice Hall (Publisher) (2002). master management Planning. Retrieved from http//www.devryu.net/re/DotNextLaunch.asp?courseid=8122292&userid=8123623&sessionid=02bf3430d3&tabid=3hOXW a4X+vEY bMogOOfyF/Y92qckiqw5bkr3INJJiCQ=&sessionFirstAuthStore=true&macid=MKq5/ WI0XIZJfxogF9ZSb8WSMMXJQO4uX3qPSN9LnLH61T9jATzfpX4V+WdAFCff8okk3HfeqPJT1u4URUXCDuBTt6q2Rv8h3nkOlI/bowSZIVwVacF6cGBZ6dIyKpp8ojt9strwWUQ2rz0UTljeefD9/maBRs+49nMB+RDjmwSFQ1vJvleOgIJwFo/e8j+aJWL8/SUmKonAXixcZgSL6w==Prentice Hall (Publisher) (2002). Mastering strategy Concepts of strategic management. Retrieved from http//www.devryu.net/re/DotNextLaunch.asp?courseid=8122292& userid=8123623&sessionid=02bf3430d3&tabid=3hOXWa4X+vEYbMogOOfyF/ Y92qckiqw5bkr3INJJiCQ=&sessionFirstAuthStore=true&macid=MKq5/ WI0XIZJfxogF9ZSb8WSMMXJQO4uX3qPSN9LnLH61T9jATzfpX4V+WdAFCff8okk3HfeqPJT1u4URUXCDuBTt6q2Rv8h3nkOlI/bowSZIVwVacF6cGBZ6dIyKpp8ojt9strwWUQ2rz0UTljeefD9/maBRs+49nMB+RDjmwSFQ1vJvleOgIJwFo/e8j+aJWL8/SUmKonAXixcZgSL6w==

Education and Girls Essay

This st gaitgy is a basic flavour to charter us back on track. It ack promptly conductges that we both told select to do substantially to a greater ex ten-spott to stand by girls get into take aiming. It reminds us of the value of study for lifting nations let on of asymmetry and providing a much promising future to their people. And regardless of whether they live in a wealthy or worthless estate, nonhing has as more(prenominal) than shock absorber on a childs future eudaemonia as their m otherwises level of breeding. We do non inquire complex planetary negotiations to help solve the problem of reading. We that fill to listen to governments, topical anesthetic communities, children, p arnts and teachers who know what challenges remain.And we need to deliver the goods them with enough livelihood to put their ideas on raising into practice. To this end, we plan to pop off at least(prenominal) ? 1. 4 one thousand million over the next triple twelvemon ths. This money leave behind rear surplus upkeep to governments and more resources to strengthen external efforts to line up exercise on girls fostering. The example set by countries like Malawi, where the minister for program line announced free tameing and immediately increase schedule rank, shows just what can be getd when in that respect is a clearly be plan of action and enough semipolitical ordain to implement it.In 2005, the UK give hold the Presidencies of the G8 and the EU. We pass on use our leading role to sign on achieving sexual urge relation in rearing a priority for the international community of interests. iii Girls grooming towards a intermit future for all As Meda Wagtoles words demand clear, keeping our promise on girls nurture will not just give girls better prospects it holds the key to grownup their families, communities and countries a better future as hearty. Rt Hon Hilary Benn, MP iv table of contents Foreword iii Summary 1 1. Introduction 2 fosterage matters 2. reading is a right but it is still beyond the obtain of many a(prenominal) 3 A timely scheme 4 What prevents girls from get a note study? 6 Educating girls is pricy for families 7 Girls whitethorn face a lamentable and unfriendly shoal environment 9 2. Women set out a asthenic perspective in federation encroach hurts girls roughly Tackling girls knowledge on the ground 12 12 fashioning girls education bear up underable 15 Making prepargons cipher for all girls 17 Charities, religious and other voluntary organisations be good for girls 18 backup policies that last 19 Focusing international efforts on girls education.21 more than resources argon needed 21 Donor actions in support of country-led victimisation 22 International organisations need to pop off together for girls education 23 Civil societys role in building world(a) momentum and local support 5. 11 Political leading and potency of women matter 4. 11 Tackling hearty exclusion 3. 10 24 Towards a better future for all 27 extension phonees 29 Endnotes 33 v vi Summary There ar still 58 cardinal girls worldwide who be not in school. The mass of these girls live in subSaharan Africa and S forbiddenh and West Asia.A girl growing up in a ugly family in sub-Saharan Africa has less than a one-in-four lay on the line of getting a inessential education. The millennium Development Goal (MDG) to get as many girls as boys into primary election and lower-ranking school by 2005 is in all likelihood to be missed in more than 75 countries. We need to propose much better fall out. There is growing international freight and consensus on what can be done to amend girls education. This schema sets out the action DFID will take and the leadership we will set up, with others in the international community, to ensure equivalence of education in the midst of men and women, boys and girls. We will trifle to narrow the financing gap for educat ion. Over the next three years, DFID plans to elapse more than ? 1. 4 billion of aid on education. We will work with the United Nations Childrens Fund (UNICEF) to strengthen its capacity to co-ordinate action on girls education. We will use the UKs Presidencies of the G8 and EU and our role as co-chair of the Fast-Track Initiative (FTI) to push sex equality in education up the political seasonnda. We will support the efforts of governments in developing countries to produce plans that prioritise girls education.This will complicate providing financial help to those wanting to remove school fees. We will work with our development partners to increase educational opportunities for girls civil society will be a key partner in this work. We will increase our efforts to promote awargonness within the UK of girls education in poor countries. Educating girls helps to make communities and societies healthier, wealthier and adeptr, and can likewise help to compact child deaths, repair maternal health and tackle the spread of human immunodeficiency virus and support. It underpins the achievement of all the other MDGs.That is why the target date was set as 2005. That is similarly why in 2000, at the capital of Senegal Conference, donors promised that both country with a sound education plan would get the resources it needed to implement it. arm has been hampered by a sum up of factors a lack of international political leadership, a global funding gap of an estimated $5. 6 billion a year for education, a lack of plans and capacity within national education strategys to improve the introduction to and quality of reading for girls, and locally many poor families who simply cannot afford to send their children to school.This paper marks a bargon-assed phase in the UKs support to girls education. Now is the time to act. 1 1 Chapter whizz Introduction information matters In September 2000, 188 heads of declare from slightly the world signed the Mill ennium Declaration and established the Millennium Development Goals (MDGs). While most purposes aim to achieve solid progress in development by 2015, one goal was to be achieved by 2005 sex mirror symmetry in primary and secondary education. But, more than 75 countries are in all probability to miss this goal. We are falling well brusque of our promise. Women are at the heart of most societies.Regardless of whether they are on the job(p) or not, mothers are very influential people in childrens lives. Educating girls is one of the most important investments that any country can make in its own future. Education has a profound effect on girls and womens faculty to claim other rights and achieve status in society, such(prenominal) as economic independence and political re symboliseation. As the sideline examples demonstrate, having an education can make an enormous contravention to a cleaning ladys chances of finding well-paid work, raising a ample family and preventing the spread of diseases such as HIV and AIDS. 2 An educated woman is 50 per centime more likely to collect her children immunised against childhood diseases. 3 An babe born to an educated woman is much more likely to come through until adulthood. In Africa, children of mothers who cod five years of primary education are 40 per cent more likely to live beyond get along with five. 2 A southward African girl at her spunky school graduation. ( Giacomo Pirozzi/Panos) Women with at least a basic education are much less likely to be poor.Providing girls with one extra year of schooling beyond the average can boost their eventual  final payment by 10 to 20 per cent. 1 If we had reached the gender space-reflection symmetry goal by 2005, more than 1 meg childhood deaths could hand been averted. 4 For both boy newly infected with HIV in Africa, there are between three and six girls newly infected. Yet, in high-pitched-prevalence areas such as Swaziland, two-thirds of teena ge girls in school are free from HIV, fleck two-thirds of out-of-school girls are HIV positive. In Uganda, children who brace been to secondary school are four times less likely to become HIV positive. 5 Introduction.Education is a right but it is still beyond the reach of many For all these reasons, girls education has long been recognised as a human right. Past international commitments let in addressing gender equality within the education system, the first step to eliminating all forms of discrimination against women (see sum up 2). This right to education is denied to 58 million girls, and a further 45 million boys, even at the primary school level. 6 more than than 75 countries are likely to miss the 2005 MDG target for gender parity in primary and secondary enrolments.7 One-third of these countries are in sub-Saharan Africa. On current trends, more than 40 per cent of all countries with data are at gamble of not achieving gender parity at primary, secondary or both leve ls of education even by 2015. discover 1. 1 Prospects for gender parity in primary enrolments come up towards the target Gender parity in primary enrolments At risk of not achieving by 2015 Likely to achieve by 2015 Likely to achieve by 2005 Achieved in 2000 (20) (14) (13) (78) Source Education for alone Global monitor Report 2003-04. Grey shading indicates lack of data.These figures hide significant variation across continents, across countries, and across communities. There are 23 million8 girls out of school in sub-Saharan Africa, distributed across more than 40 countries. A further 22 million out-of-school girls are in South and West Asia, yet the mass of these are strong in just two countries India and Pakistan. In Niger, less than one-third of all school-aged girls are enrolled in primary school. By contrast, in Rwanda more than four out of every five girls are enrolled in primary school. In Mali, the proportion of girls enrolled in primary school is around six ti mes high(prenominal) in the city of Bamako than in the more remote areas of Mali.3 1 Girls education towards a better future for all There is an alarming difference between the offsprings of girls attending primary and secondary school. The vast majority of school-aged girls in sub-Saharan Africa are not enrolled in secondary school, because the relatively high cost of secondary education are acting as a major disincentive for poorer parents. In Pakistan, the gross enrolment rate for girls in secondary education is 19 per cent. 9 In Niger, Tanzania and Chad it is but five per cent.There are exceptions to the rule, but generally in countries where girls get along poorly in primary education compared with boys, they do even worsened in secondary education, as illustrated by the graph in Annex 3. Nevertheless, countries are making progress, sometimes dramatically so. In Bangladesh, equal numbers of girls and boys now enter secondary school. In 1990, there were sole(prenominal) half(prenominal) as many girls as boys in secondary education. Nepal has nearly ennead girls for every ten boys enrolled in primary school, compared with seven girls for every ten boys in 1990. In Kenya, over 1 million extra children ease up enrolled in primary school since the removal of school user fees in 2003. A timely strategy This paper is a first step to identifying and implementing the actions that will allow us collectively to keep the promises we made. 10 It serves as a reminder for us to speed up the work we are doing in education. Examples of our work in education include Supporting education in Nigeria where there are 7. 3 million children of primary age out of school, of whom 62 per cent are girls.11 The federal Ministry of Education in Nigeria is implementing an education political program with support from UNICEF and DFID to achieve gender parity and universal basic education. DFID is providing a ? 26 million grant, which will instantaneously advance girls a s well as boys in six northerly states. Allocating ? 10. 8 million to the government of Kenya initiative SPRED III (Strengthening of Primary Education), which aims to reduce the burden of the cost of primary education on parents. In the first year of this programme, enrolments increased from 5. 9 million to over 7 million and are still rising.Listening to local people has been an invaluable musical mode of identifying the main constraints that keep girls from entering school, stay in school, and learning effectively. Our country experience is also providing us with concrete evidence of how governments are overcoming these challenges. We are using this evidence of what works as the alkali for the actions we intend to take to speed up progress on girls education. 4 Introduction DFIDs experience in tackling girls education is drawn from the 25 priority countries where our work is focused. Our education effort in these countriesis aimed at supporting governments to come through educ ation for all, peculiarly for girls. These 25 countries contain nearly three-quarters of all girls who do not induct access to basic education as shown in Figure 1. 2. Global support for development, while on the rise, mud well downstairs what is needed to make achieving the MDGs a public, particularly in countries that are ineffectual to work towards poverty reduction. International zygomorphic support for education amounts to astir(predicate) $4 billion a year, with much of this money exhalation towards secondary and university schooling.International support for basic education is less than $1 billion a year less than $2 a year for every school-aged child in the developing world. We need to do better. And we can do better. Figure 1. 2 Distribution of girls out of school in DFIDs 25 priority countries Outside DFIDs 25 priority countries 28% DFIDs 25 priority countries 72% India Rwanda Lesotho Cambodia Malawi Zimbabwe Zambia Vietnam South Africa Nepal Mozambique Ghana DRC, Nigeria, sierra Leone, Uganda (separate data not available) Kenya Indonesia Bangladesh Pakistan Sudan United Republic of Tanzania Afghanistan China Ethiopia 5 2 Chapter Two.What prevents girls from getting a quality education? In many countries and communities in both the developed and the developing world, parents can take it for granted that their girlfriends receive a quality education. Yet in many other places around the world, providing every child with an education appears to be beyond reach. There are five main challenges we identify that make it difficult for girls to access education. These include the cost of education ensuring that communities, parents and children can afford schooling poor school environments ensuring that girls halt access to a safe school environment the weak position of women in society ensuring that society and parents value the education of girls counterpoint ensuring that children who are excluded due to conflict make access to schoolin g and social exclusion ensuring girls are not disadvantaged on the basis of caste, ethnicity, faith or disability. These challenges are not exhaustive, but they are recurrent themes in many countries. They constitute additional hurdles girls need to overcome to benefit from quality education. As donors, we need to support countries in meeting these challenges. Ours is a supporting role, not a leading role.And our support works beaver if it is based on countries own national strategies to reduce poverty and make progress in education. In particular we need to support countries to relieve oneself in place the essential elements of quality education for girls (see loge 2. 1). 6 What prevents girls from getting a quality education? stripe 2. 1 inhering elements of quality education for girls Schools is a school within a level-headed distance does it maintain proper facilities for girls is it a safe environment and switch is it free of rage? If not, parents are unlikely to ever send their daughter to school. Teachers is there a teacher are they skilled do they have appropriate teaching materials? Is it a female teacher? Are there policies to recruit teachers from minority communities? If not, girls may not learn as much at school and drop out. Students is she healthy enough does she shade safe is she free from the burden of theater chores or the need to work to tack on the family income is there a water source close by? If not, she may never have a chance to go to school. Families does she have healthy parents who can support a family does her family value education for girls can her family afford the cost of schooling?If not, economic necessity may keep her at home. Societies will the familys and the girls standing in the community rise with an education will new opportunities open up? If not, an education may not be in the familys interest. Governments does the government provide adequate resources to offer sufficient school places do sa laries reach the teachers do teachers receive quality didactics is the government drawing in other agencies to maximise the provision of schooling is there a clear strategy and budget based on the specific situation faced by girls?If not, the conditions above are unlikely to be fulfilled. Donors are donors supporting governments to provide adequate resources do donors contribute to analysing and addressing the challenges girls face are donors conscious of local customs and traditions are donors prioritising the countries needs rather than their own agendas or existent programmes? If not, governments may simply not be in a position to provide a reasonable chance for all girls to get a quality education. Educating girls is costly for families.The education of girls is seen as economically and socially costly to parents. Costs come in four forms tuition fees and other cultivate school fees indirect fees (such as PTA fees, teachers levies and fees for school construction and buildin g) indirect costs (such as transportation and uniforms) and opportunity costs (such as lost household or paid labour). These costs have a significant impact on whether and which children are educated. 7 2 Girls education towards a better future for all.Educating girls can incur extra direct costs, such as special transport or chaperones for safety and decency. The price of attending school for the 211 million economically active children may be the family losing vital income. 12 An education may actually reduce girls marriage prospects and raise percentage payments to unaffordable levels. Investing in sons, rather than daughters, is perceived as bringing higher financial returns for families as boys are more likely to find work and be paid a higher salary.The high cost of education is the biggest deterrent to families educating their daughters. Many of the countries DFID prioritises for support have removed tuition fees or are working towards their removal. For example, there are n o tuition fees in our Asia priority countries except Pakistan, and a number of Africa priority countries have latterly removed school fees. In Africa, school fee removal has led to a dramatic increase in enrolments. A girl does her cookery on the blackboard painted on the wall of her house in Ghana. Her older sister, with baby on her back, checks her exercise book.( Sven Torfinn/Panos) But it has also increased the cost of education for governments. For example, in Uganda, it is projected that there will be a 58 per cent increase in the perfect number of primary school students between 2002 and 2015, requiring more than double the number of teachers. given over that teachers salaries are the single biggest cost in education budgets, this represents a high burden. Most governments have increased both their education budget and the make do that is allocated to primary education to finance these extra costs.But the challenge remains to find enough money to sustain an education of sufficient quality while simultaneously reducing other costs that prevent children from poor families, especially girls, from enrolling. 8 What prevents girls from getting a quality education? Box 2. 2 AIDS making the household economics worse Girls are a great deal the first to be taken out of school to provide care for sick family members or to take responsibility for siblings when death or illness strike. 13 A sudden increase in poverty, which accompanies AIDS in the household, undermines the ability to afford school.The fear of infection through hollo or exploitation in or on the way to school particularly affects girls and may reduce attendance. Orphans seem to be at greater risk of exploitation. In the worst cases, girls may resort to prostitution to provide for themselves and the family. In Zambia, the majority of child prostitutes are orphans, as are the majority of street children in Lusaka. 14 Programmes of support are often not targeted to these most vulnerable group s. Girls may face a poor and hostile school environment A school environment that may be acceptable to boys may be hostile to girls.The physical and sexual violence against women that is common in many societies is reflected in the school environment in a number of countries. Physical abuse and abduction are not only a major violation of girls basic human rights, they also present a major practical constraint in getting to school. Parents feel a duty to protect their daughters and may decide to keep them at home if they feel the school is too far away. Violence against girls and women has been place as a key barrier to girls education in many DFID programmes.In South Africa, DFID supports Soul City, an educational television soap opera that raises public awareness of violence against girls and women. Within developing countries, better recruitment procedures and working conditions need to be adopted to help increase the number of women teachers, who often become important role mo dels for the issue women they teach. Teachers need training to be effective in supporting girls and to intervene when violence is threatened. When teachers themselves place violence, early response systems need to be implemented to prevent such violence continuing.Alongside training to combat all forms of discrimination in the classroom, there needs to be an effective monitoring and inspection system that engages teachers, especially where there are violations of teacher authority. Governments also need more education officials and teachers who have the knowledge, understanding and status to ensure that girls have access to quality education. 15 Expertise is required to assess the problems and solutions for the education system according to the country context and real need, rather than the trends of the development agencies.9 2 Girls education towards a better future for all Women have a weak position in society Within communities, girls have to overcome many obstacles before the y can realise their right to an education. DFIDs recent partnership with UNICEF to support the federal government of Nigeria will help overcome many of the problems girls have in gaining access to school and remaining there. Before girls can attend school and benefit fully from their education, a number of major social constraints have to be addressed. Girls often have limited control over their futures.Early marriage is a reality for many, where families wish for the social and economic benefits this brings. In Bangladesh and Afghanistan, more than 50 per cent of girls are married by age 18. 16 Adolescent gestation almost always results in girls halting their education. Girls are also more likely to drop out of school because of their domestic responsibilities, and are often discriminated against in terms of the quality of the schools they are sent to, and the costs parents are willing to pay for their education. Despite the progress being made, gender equality is likely to take g enerations to achieve.The UKs own history illustrates the relationship between womens position in society and the demands for better education for girls. One reinforces the other, but change comes slowly. Box 2. 3 Progress on gender equality in education in the UK Until the 1960s, many British girls were say towards the commercial and technical streams in secondary school, and did not acquire qualifications for higher paying employment. Until the mid-1980s, for instance, it was still relatively unusual for girls to do well in or continue studying subjects such as mathematics or science to university level.However, the 1990s saw a sharp rise in girls performances at school. This has been linked to a redact of factors, including families prioritisation of their daughters education, a shift in perceptions of gender linked to the womens movements in the 1960s and 1970s, government policies on comprehensive schools, promoting further education and reform of the exam system and gender e quality strategies in local education authorities and schools. Policies such as, areas in schools just for girls, strong anti-bullying and anti-harassment policies, and the promotion of science and mathematics for girls were put in place.In addition, growth in the service sector facilitated demand for girls in the labour market. Currently there is concern about why change academic performance for girls has not translated into equality in employment opportunities and earning power. 17 10 What prevents girls from getting a quality education? Conflict hurts girls most Girls are particularly vulnerable to abuse and unequal access to schooling in fragile states. States can be fragile for a range of reasons, including conflict, lack of resources and people, high levels of corruption, and political instability.What sets these countries apart is their failure to deliver on the core functions of government, including keeping people safe, managing the economy, and delivering basic services. Violence and disease, as well as illiteracy and economic weakness, are most intensively concentrated in these areas. Of the 104 million children not in primary school globally, an estimated 37 million of them live in fragile states. Many of these children are girls. 18 Girls absence from school may be due to fears of violence or due to the reliance on their role as carers in the family.In Rwanda, for example, it is estimated that up to 90 per cent of child-headed households are headed by girls. 19 For girls who have been victims of violence in conflict situations, trauma can impair their ability to learn. More than 100,000 girls directly participated in conflicts in the 1990s, yet they are often invisible in demobilisation programmes. 20 Our humanitarian support and education support programmes in Rwanda have demonstrated the importance of education in promoting peace and protecting human resources in countries emerging from conflict.Our work in these environments is a reminder of t he need to link education with attempts to build democracy, provide better health systems, offer social protection to the very poorest and develop multilingual and multicultural policies. Tackling social exclusion Social exclusion is an additional barrier to girls going to school. Certain groups of girls are more likely to be excluded from school on the basis of caste, ethnicity, religion or disability. In Nepal, Dalit girls are almost twice as likely to be excluded from school as higher caste girls.In Malawi, Muslim girls are more likely to be excluded than their non-Muslim counterparts. Disabled children, and among them disabled girls in particular, constitute a significant group that is denied access to education. In a recent serviceman cashbox report it is estimated that only about 1-5 per cent of all disabled children and young people attend schools in developing countries. 21 At the World Conference on Special Education Needs in Salamanca, 92 countries and 25 international o rganisations committed themselves to providing educational opportunities for disabled people.The challenge is to support governments to act on this commitment, and provide quality education for excluded groups. In India we have worked with the government to address social exclusion in the government of Indias SSA (Education for All) plan. 11 3 Chapter Three Tackling girls education on the ground As outlined in the previous chapter, countries wanting to develop and implement a policy of promoting girls education face a number of challenges. But for every challenge, there are examples of promising good practice that should form the basis of the way ahead.DFID will support governments to strengthen political leadership and gift women make girls education affordable and make schools work for all girls. We will also support NGOs, religious and other voluntary organisations. This support will enable governments to develop poverty reduction strategies and education sector plans to impr ove girls access to quality education. And we will provide increased and flexible funding to support the development and implementation of national plans. 22 DFIDs bilateral funding commitments for basic education averaged at ?150 million a year up to 2001. Since the World Education Forum at Dakar and the Millennium Summit in 2000, the UK has significantly increased its new commitments for education programmes and we will continue to do so. As a result, we expect to spend an average of ? 350 million a year on education (a total of over ? 1 billion) over the period 2005-06 to 2007-08. This would roughly double the resources going directly to education programmes in developing countries since we first adopted the MDGs. In addition to our bilateral contributions, we expect to spend ?370 million through seven-sided agencies, bringing our total funding for education over the next three years to over ? 1. 4 billion. 23 Political leadership and dominance of women matter We will support g overnments in their efforts to create political leadership for womens empowerment. We know that national leaders who speak out against gender inequality can have a significant impact. Heads of government in Oman, Morocco, China, Sri Lanka and Uganda have advocated strongly in support of girls education. Women leaders have been particularly effective.Ethiopia has benefited from the long-standing involvement of the Minister of Education, who has also been chair of the Forum for African Women Educationalists (FAWE). Successes in Ethiopia demonstrate the importance of local leadership, as in Yemen, Mexico, India, and Egypt. However, political leadership needs to be accompanied by demand for change at the grassroots level. Without it, new initiatives may have little support, and policy makers may divert the resources earmarked for girls to other purposes. The example in Box 3. 1 shows uphold political support to girls education.12 Tackling girls education on the ground Box 3. 1 Supporti ng political leadership the case of Yemen Yemen is one of the poorest countries in the world and has high gender disparities in education. Gross enrolment rates for girls are only two-thirds as high as those for boys at primary school and only half as high at secondary school. In 2003, the Yemen government committed itself to full primary enrolment by 2015, with a special emphasis on gender equity. Girls education is now a central element of Yemens poverty reduction strategy and the Basic Education Development Strategy.Some of the factors, which made this possible include personal commitment from prominent Yemenis, for example the first Minister for charitable Rights in the 2000 government sustained donor commitment, UNICEFs support to the 2000 Girls Education Strategy being a prominent example and the establishment of Girls Education Units in the Ministry of Education at central and local levels since the 1990s. This led to Yemen change state one of the countries to receive su pport under the global Education for All Fast-Track Initiative. DFID has been a partner in this process, providing ?15 million towards the governments US$121 million Basic Education Development Project alongside the Netherlands and the World Bank. Empowering adult women building their confidence and education levels can have a powerful impact on enrolling more girls in schools. tell apart from countries such as Uganda, Nepal, Bangladesh and Ghana24 shows that women who participate in literacy classes are more likely to send their children to school, keep them there, and watch their progress closely. 13 3 Girls education towards a better future for all Box 3. 2.Supporting womens empowerment and demand for girls education in India Mahila Samakhya in India Mahila Samakhya, a programme implemented by the government of India in several states, is concerned to diversify womens lives through education. The programme facilitates the establishment of Samoohs (womens groups) which provid e women benefits such as education, health schemes and savings and credit. A large number of Samoohs have run campaigns for girls education, which have increased girls access to education. Many Samoohs have also built Jagjagis, non-formal education centres, often.

Leadership and Management in Healthcare Essay

There is an increase in societal changes and demands in the care for profession today. It is vital that suckles keep up to date with what is happening in their profession. This is attainable by becoming a member of headmaster organizations (American Nurses Association, 2014). The three major categories of nursing organizations include national, invoke, and international. These professional nursing organizations have large memberships and adduce state and national cogitate that helper increase the knowledge of its members regarding current trends in legislation, employment, and clinical practices. The use of this paper is to controvert professional organization in the nursing industry, discuss how nurse leaders can use professional nursing organizations to maintain actions in the nursing and wellness fright industry.Selected Professional Organization nurse organizations keep nurses aware of the current trends and politics that impact the nursing profession. A fundamental pa rt of the American Nurses Association, the Florida Nurses Association (FNA) is categorized within the state direct that supports education, research, and assistance to nurses in need. FNA has been a great advocate for nurses from totally areas of specialty (Florida Nurses Association, 2014). FNA is known as the political watch dog for nurses and wellness care and has an influential presence in Tallahassee. Its main goal is to nurse the privileges and rights of nurses and make sure that the voice of nurses is heard at the capital (Dandurant, 2012).stream policy-making IssuesThe use of the titleDoctor among nurses with Doctorate Degree in Nursing Practice (DNP) is oneness current issue addressed by FNA. Such issue is one of the most tackled issues among the medical group who is candidacy against doctoral nurses to shun away from calling themselves as doctors. As state by the medical group, DNPs should give the public and their patients explanations regarding their status diff erently result face criminal charges as they are not medical doctors (Florida Nurses Association, 2014). The Florida Medical Association has brought this controversy to legislative level known as State Bill 612 sponsored by Senator Bill Galvano. FNA Lobbyists aim to repeal this observation and view this as a diversion to legislators in the Florida wellness care plans.Professional Organization and Political Action In advocating for nurses and nursing, it is vital that leaders stay up to date of the political issues. Nursing organizations lobby legislatures and U.S congress regarding significant issues that impact nursing. Advocating for increased nurses in the Patient Protection and inexpensive Act is a good example. It is essential that everyone is well-educated about health and politics (American Nurses Association, 2014). Education is beneficial and plays a vital role by dint of this process. It can be done through newsletters, media campaigns, e-mails, telephone calls, inte rnet, and publications.Maintaining Awareness of Political ActionStaying current with the health care policy is important in protecting the nursing practice, its scope, as well as the domain which nurses spend a penny (Gallager, 2010). Hence, resort and quality, nursing care will be continuously improved. FNA keeps nurse leaders informed of legislative issues such as nursing shortage, staffing ratios, safety in the work environment, and patient advocacy. Through professional organizations and meetings, leaders will be cognizant of information as it relates to the state and national level of health care. It is critical to have a voice in nursing issues.In order to achieve it, one has to be busy in the professional organizations, stay aware of all levels of policy development, and works in collaboration with various organizations in the interest of nursing. In order to help ensure that policy enhances good health care, nurses need to play an active role in the development and mo difications in health policy (Dandurant, 2012). proofJoining a professional organization is vital in ones professional growth. Health care policies and laws impact not only the nurses work environment but the patients and their safety as well. The core of health policies is safety and quality care. It is essential that nurse leaders are knowledgeable regarding policies as it relates to nursing for a successful lobbying for the professionReferencesAmerican Nurses Association. (2014). fragment benefits. Retrieved from http//www.nursingworld.orgDandurant, K., (2012). Nurses influence health policies. Seacoastonline. Retrieved from http//www.Seacoastonline.comFlorida Nurses Association (2014). About FNA. Retrieved from http//wwwwfloridanurses.orgGallager, R., (2010). Quality is not an discordant difference. Nursing management,4(8).18-20.

Initial Teaching Assignment Essay

In my aim as a tutor of support teaching and erudition in schools my responsibilities include promoting cognitive elaboration *Cognitive psychology is implicated with the various mental activities which result in the acquisition and processing of discipline by the learner. Its theories involve a perception of the learner as a purposive individual in continuous interaction with his friendly and psychological environment.( l.b.curzon (2003). teaching in further education. 6th ed. london continuum. 35.) retentiveness a good knowledge of outside agencies that maybe used when an deal is outside of my knowledge or expertise.These may include N.S.P.C.C, medical teams including GPs, health visitors ect, councillors, schooling support workers, banks, building societies and the student finance England development for funding or loan advice, police, fire services and social services. each of these outside agencies could be used for supporting my learners and for them to use in their r ole as a teaching assistant as they are working(a) with children and young people. I work towards promoting social and emotional development, encouraging learners and honour them during tasks, discussions, production of work whilst developing into a responsible teaching assistants. beingness reliable is paramount to learners freehanded them a sense of belonging and tribute that I would always be there to discuss any issues or concerns with them, especially if the issue is a delicate one.Showing my learners that I discharge promote equality by letting them have every probability to attend and participate in every aspect of the lesson is also giving them opportunity to express their own ideas and personality. I myself am always look to learn and gaining skills from learners is another way of learning and promoting diversity. Every learner is contrasting and giving them opportunity to share their ways and knowledge and including these skills to improve their learning and addin g to their new career in a positive way encourages diversity. look own responsibility for maintaining a safe and supportive learning environment.

Ls module

By definition, security refers to ease and trust. C People you rotter rely on &038 know what is expected in the future (or ill-doing versa) 0 become a expose feeling of comfort and base hit (or vice versa) e. G. More engagement In favorable / group activities 0 More trustworthy Friends Family Relationship Secondly, some other esteem builder Is Selfless. By definition, selfless means self-concept. D Acquire self-knowledge &038 a feeling of individuation with accurate and realistic self-description C e. G. helper to build up a better self- Image, Like exercise to build up a sharper male child shape Explore uniqueness &038 talentsThirdly, another esteem builder is linkup. Affiliation refers to belonging &038 connectedness. D Feeling approved of, appreciated, and respected by others C find of belongingness and toleration, particularly in relationships that are considered important L e. G. Communication skills for do friendships 0 Sense of acceptance Assistance to integrate into community Fourthly, another esteem builder is Competence. Competence refers to Feeling of Success. C Being aware of unrivaleds own strengths, being able to accept personal weakness 0 Have a sense of success and accomplishment D e. G.Assistance to find a suitable Job Give positive comments &038 achievements engagement In social &038 charitable activities Fifthly, last esteem builder is Mission. Mission refers to Purpose and Responsibility. D Set realistic and achievable goals and willing to take responsibility 0 Feeling of purpose and motivation in life 0 e. G. Assistance to set up achievable short terminal and long term goals 2. Measles Hierarchy of Needs proposed by Ram Moscow (Related to faculty 5 Public Health) Hierarchy means arrangement of Items, so dissatisfaction of lower level hinders satisfaction of higher(prenominal) levels.So dissatisfaction of lower level needs hinders credit entry &038 satisfaction of higher level needs. The farther up the hierarchy one goes, the more individuality, humanity and psychological health one achieve. train E. G. Food, drink, oxygen, sex, sleep, exercise, homeostasis(stable inwrought environment), excretion Level two is the safety and security needs. It refers to needs for long survival and stability. E. G. Property, health, family, resources, employment, law and order, predictability, body, structure, stability, freedom from threatening forces such as illness, vexation and chaosLevel three is the belongingness and love needs. It refers to affiliation and acceptance. E. G. Friendship, family, sexual intimacy, affectionate relations with others. Level Four is the Self-esteem needs. It refers to achievement and recognition. E. G. Desire for competence, confidence, achievement, independence, freedom, and respect from others, like lust for prestige, recognition, reputation, status, appreciation and acceptance. Level Five is the self-actualization. It refers to full development of ones potentials.E. G. Morali ty, creativity, spontaneity, lack of prejudice, acceptance of facts, problems- loving Elaboration (More like the effects or impact of something) take 0 Physiological needs, the lowest level not satisfied 0 Principle of Hierarchy Dissatisfaction of low level hinder satisfaction of higher level 0 Cannot reach higher level of needs, namely the 4 higher levels 0 Mention the highest level 0 Less individuality, humanness and psychological health Commonly seen in Less Developed Countries, like Africa.

Review of BPR methodologies

This paper give ins the advantages and disadvantages of using a methodological analysis in the condition of BPR. It also provides a critique of existing BPR methodologies which erved as a basis for the development of the CONDOR BPR methodology. The paper also presents the main points of the implementation of this methodology to three European construction companies. What can a methodology offering to the BPR field? According to Preece and Peppard (1996), a methodology is simply theory vomit into practice aiming at dealing with real world situations.According to Valiris and Glykas (1999) a BPR methodology should provide a consistent set of techniques and guidelines which will enable the pedigree process redesigner to reorganise work ctivities and processes in an organisation. The use of a methodology is essential for a number of reasons. First, a methodology provides a means of codifying experience, knowledge and ideas, in a form that not altogether can be easily applied, but also can be evaluated and tested. Second, a methodology offers a certain level of organisation, and facilitates planning and monitoring deviceing.In BPR initiatives, a methodology enables the organisation, on the one hand, to have a clear portray of its current processes along with their associated problems and, on the other, to design the new state of these processes. In addition, by following a certain methodology, BPR re-engineers have the opportunity to monitor and evaluate the progress of the re-engineering effort. Third, a methodology enables those who atomic number 18 involved or affected by the BPR to understand their tasks and clarify their roles.A BPR methodology which is clearly delimitate and explained to those who are leading the BPR work can facilitate the communication amongst them, and serve as a kind of contract in which all(a) the parties understand their responsibilities and are, therefore, able to monitor the overall process re-engineering progress. Finall y, adoption of a methodology allows a standard set of required skills to be place and developed. Key skills required for BPR include process modelling, organisational development techniques, and skills to deal with guard to tilt.There are, however, a number of problems related to the use of a methodology. One authorized reason which explains the reluctance of developing and using methodologies or models in the BPR context is that the widely accepted methodologies are based on how the business processes should change and how the organisation should adapt itself in this change, rather than on the evaluation of urrent practices and on the codification of successful practical experiences (Simsion, 1994).Moreover, the BPR literature search reveals that there are an increasing number of successful re-engineering implementations and case studies using BPR methodologies. Although each business situation has some unique characteristics, an appropriate methodology will lead to allow tor assessment and re-use ot existing successful approaches and practical experiences. In addition, a methodology hides the danger of restraining creativity and innovation. The latter are crucial elements in he radical thinking during the re-engineering process.By encouraging those who are involved in the reengineering process to comply with the requirements of a given methodology, there is a likely risk of restricting the opportunity of optimising the results according to the level required by the methodology (Simsion,1994). Critique of existing BPR 239 240 In conclusion, there are many an(prenominal) advantages and disadvantages regarding the use of a specific methodology or model in the re-engineering initiative. Each side demonstrates equally important arguments that affect the organisation.The lternative to using a methodology in an attempt to minimise the negative consequences is not mutiny but a contingency approach tailored to suit the objectives and involve of every organis ation or business sector, building on basic principles of planning and monitoring as well as on earlier successful working practices. Critique of existing BPR methodologies and models The are many BPR methodologies and models available, and just about of them pursue a similar path and exhibit commonalities in separate areas (Butler, 1994).Today, an increasing number of methodologies, models and tools taken from other disciplines re available in the market, claiming that they are suitable for BPR initiatives. Ruessmann et al. (1994) reported the results of their research, claiming that BPR methodologies are based on a synthesis of techniques drawn from other disciplines and methodologies such as soft systems, come in quality management (TQM), benchmarking, and organisational development. According to a I-JK BPR methodology survey epitome findings (Archer, 1996), the number of stages involved in BPR approaches varies greatly, despite the fact that they do present key similaritie s.

Funny Memory

Funny Memory New Year is coming some of my friends have made a plan of where to go and what to do. Some go to Taipei attending the countdown party nearby Taipei 101. Some go home to enjoy the delight wither their family, and so do I. It seems that over is full of joyful atmosphere. However, I got a bad news tardily that my mother told my spawns company asked him to be on a traffic spark off to Indonesia for three weeks. I think it is pity that I cannot share the happiness of the New Year with my male parent.I remembered that when I was ten eld old, I cried very hard as soon as I got the news that my father was asked to be on a business trip to China by his company for two months. At that time, I supposed(a) that the business trip was just an excuse of my father. The real purpose was that he wanted to abandon the family and leave us alone. Therefore, I hugged his leg and begged my father not to go to China. I dont know wherefore I have such that stupid thought at that time.M aybe I saw much news about business men who go to china and have an affair with young girls in China and neer come back to Taiwan again. I never forget this unmatched and embarrassed memory until now. Fortunately, my father came back to Taiwan safely at that time. And now he is still being a good father and does his best to give us a comfortable life and a warm home. I hope that my father will finish the business trip safely as usual. And I also look transport to sharing the trip with him.

Excel based problems Essay

The blood line-basis financial statements of Jefferson county have stainless for the year 2012 and appear in the starting line tab of the excel spreadsheet provided with this exercise. The following info is also availablea. capital of the United States letter Assets Capital assets purchased in previous years in governmental figure computer storages number $752,000 (net of accumulated depreciation) as of January 1, 2012. Depreciation on capital assets used in governmental- type activities amounted to $79, vitamin D for 2012 No capital assets were sold or disposed of in 2012 and all purchases be properly reflected in the fund-basis statements as capital expenditures.b. Long-term Debt There was no owing(p) long-term debt associated with governmental- type funds as of January 1, 2012. April 1, 2012, 6 percent bonds with a organization value of $ 700,000 were issued in the amount of $ 720, 000. baffle payments ar made on October 1 and April 1 of for each one year. Interest is ground on an annual rate of 6 percent and school principal payments are $ 17, 500 each. The first payment (Interest and principal) was made in October 1. Amortization of the bond premium for the authorized year is $1,000.c. Deferred Revenues Deferred revenues (comprised solely of property taxes) are expected to be collected more(prenominal) than 60 days after year-ed. The counterpoise of deferred taxes at the end of 2011 was $18,200d. Transfers Transfers were between governmental-type funds.e. infixed Service memory The (motor pool) infixed answer funds revenue is predominantly derived from departments classified as governmental-type activities There were no amounts cod to the internal service fund from the General fund. The outstanding balance of due to other funds was with the Enterprise Fund and is not capital related. The enterprise fund provided a long-term advance to the internal service fund (not capital related). indispensableUse the excel template provided t o expel the following requirement a  signalize tab is provided in Excel for each of these steps. 1. Prepare the daybook entries necessary to shift the governmental fund financial statements to the aggregation basis of accounting2. Post the journal entries to the conversion worksheet provided3. Prepare a governmental-wide asseveration of Activities and statement of bring in Assets for the year 2012. alone of the governmental fund revenues are general revenues. This is an involved problem, requiring many steps. Here are some hints.a. Tab 1 is selective information to be used in the problem. you do not enter anything hereb. subsequently you make the journal entries (Tab2), post these to the worksheet to qualify to the accrual basis. This worksheet is set up so that you enter Debit as incontrovertible numbers and commendations as negative. by and by enter you post your entries, look at the numbers below the total credit Colum to see that debits partake credits. If not, you probably entered a credit as a appointed number.c. Make sure that total debits equal total credits in the populate column (balances for Government-wide statements )d. When calculating Restricted Net Assets, recall that permanent fund principal is added to restricted fund balances.

Republic Day Speech

Respected Correspondent, Principal, teachers, parents, and sexual love brothers and sisters of my country, I would like to wish you all told Happy Republic Day 2014. It has been my exclusive right that I got an opportunity to speak in front of you all on this occasion. It has been 64 twelvemonths from the day our constitution came into incumbrance. In these 64 years our country has at peace(p) by a long go of changes. I am going through most light on the business relationship of our country. Before 1600 AD we were living a peaceful life, although there were just about disputes mingled with some states but it was not bothering conventionality citizens at all. But when in 1600, eastside India company came into India, things started changing. Slowly they started taking their grips to the steering of our country and till 1800 we were completely in control of British Government. In 1857 some real patriots stood up for the country and started a diversity against the British Raj. After a very long time and different-different revolution at several places, finally we became set down on 15th August, 1947. Then some rules and regulations were required to drive the country. So a committee was organized, which was given the work of piece the constitution for India.After the constitution was ready it came into effect from 26th January 1950, since thence every year we remind that auspicious day and stay fresh it as our Republic day. This day is called, because India became a majority rule country from this day. When we became republic country, things started changing. The restraint of country was in the batch of the country. Elections were started and people selected their representatives. For sure we have done a lot of improvements after becoming republic but many problems like putridness and unemployment has grown up rapidly. So we make to find the solution for these problems, only then our country can become the crush place on earth to live.Jai Hin d, Jai Bharat

Compensation and Benefits Recommendations Essay

No matter the size of the melody, at that place is a bespeak to assess an individual billet network forcets and Benefits. Each business go forth be unique r atomic number 18ly go out dickens businesses curb the same benefits. These benefits testament point employees, and future employees, what it is worth to blend for the telephoner. In this recommendation, it give out note of hand various separate of the salary and identify the pay map that this package pass on follow. Market military rankCreating winning fee package is a difficult task when incoming modern markets. After reviewing the benefits and compensation for turner whirl confederation, Ames social organisation, Inc., and DPR bend which atomic number 18 located in Arizona, the companies harbor these benefits in common Medical, Dental, hide off/Pension/401K jut out. Turner Construction Company does strain more(prenominal) such as vision insurance, health club reimbursement, support insurance , acci alveolar death and dismemberment, unaw bes end point disability, long term disability, tuition reimbursement programme, and skipper certifications and licenses (Turner Construction, 2014). The compensation package beseechinged by DPR Construction accommodates additional benefits like vision insurance, betrothal assistance, personal time off, holidays & holiday shutdown, Flexible Spending Accounts, and Critical unsoundness Insurance.DPR locution has noted that employees must(prenominal) be non-union and generous time employees to foregather the abounding benefits package, but part time employees atomic number 18 eligible for medical, dental consonant, and vision coverage (DPR Construction, 2014). The compensation package offered by Ames Construction, Inc. does not accept extra benefits that Turner Construction and DPR Construction offer (Ames Construction, Inc., 2014). With the information provided, an hypnotic compensation and benefit package that is tail ored to the airfield can be created for your employees in Arizona. Recommended compensation expressionAs commercial construction organization entering a bleakfangled market you will lack to have a compensation structure that is comparable to(predicate) or blue to others in the argona. When entering a unsanded market, it will be essential to offer a structure that attracts follow outd employees that will provide creditability to the new-sprung(prenominal) market. It will be essential to have these people in place and study your customers that your organization is committed to being their pristine choice for new projects. When determining a compensation plan there be criterions that should be considered. The first maltreat is to determine what type of pay structure you atomic number 18 loss to use.For your business a pay grade system is the beaver option. This type of system allows for your organization to jog employees based on their days of experience and k nowledge of the field (Martocchio 2011). The near step is determining the market baseline for the parts. In Arizona, a commercial chief (salary/exempt) earns or so $35,000-$92,000 per year, an estimator/project (salary/exempt) manager receives astir(predicate) $32,000 $98,00 per year, and a general laborer (hourly/nonexempt) receives nearly $8.71-20.55 per hour (whitethorn 2013 State occupational Employment And earnings Estimates Arizona, 2014). The next step is to identify pay grades. This will allow an employee with more experience to receive more income. Below are examples of the iii positions listed above Foreman I 0-5 long time experience as a foreman for a commercial construction. Foreman II 6-10 years experience.Foreman III 10+ years experience. enter motorcoach I 0-2 years experience, bachelors degree, no project focal point (PMI) certificate. Project theatre director II 3-5 years experience, bachelors degree in project management, PMI certificate. Project M anager III 6+ years experience, experienced interaction with customers, PMI certificate and a bachelors or melloweder degree in project management. everyday seaman I 0-3 years experience, extravagantly coach diploma or GED and radical commercial construction knowledge. familiar seaman II 4-9 years experience, high school diploma or higher, advanced knowledge. popular Laborers III 10+ years experience, high school diploma or higher, intellectual knowledge. The next step will be establishing the pay ranges for the positions. The recommended pay structure is as followed Foreman I $35,000 $42,000Foreman II $42,000 57,000Foreman III $57,000 $95,000Project Manager I $32,000 $50,000Project Manager II $50,000 $75,000Project Manager III $75,000 $100,000General Laborer I $8.75 $12.00General Laborer II $12.00 $17.00General Laborers III $17.00 $20.50The move step, which will be an ongoing step, is to evaluate the pay structure. As an organization you will imply to determine if the pay plate insurees the gift you are hiring and if adjustments requisite to be made. near other adjustment that may need to be made is admit tokenish wage for general laborers. Recommend a position on the Market in that respect are three positions that are recommended to position the company in the market. Management must decide which system will lift out fit the goals of the organization. To lead the market in compensation will be costly. The profit to leading the market is the company will plausibly prolong top talent for the pay. This is unless the top talent is already gainfully employed, then the company may get mediocre talent for top pay. other possibility is to position the company at the bottom of the market, or to lag in the market. This is not a very attractive employment tactic however there is a plethora of benefits that can be added to the package that would be more attractive to those that do not consider coin the primary reason for j oining an organization.The recommended strategy for the organization is to be somewhere in between the high and the low. It is feasible to match the competition in salaries but to offer a package of fillips that will light upon the company from the other competitors. Some of the ideas management might consider are paying(a) time off from work to acknowledge holidays, vacation days, personal days, sick days, and composition or maternity leave (Heathfield, 2014). Another benefit could be comprehensive dental insurance, many companies are forced to offer medical insurance but dental insurance could be a owing(p) selling point to attract potential difference employees.Perhaps the most Copernican to some people will be investment. The company should consider establishing a retirement plan or 401(k) for employees. This helps in recruiting employees but also increases the opportunity to maintain employees. There are other incentives that can be offered at the discretion of man agement. Little incentives like day care, a pumping room for new mothers, and incentives for going to college can make the company more attractive than other mistakable companies with similar salaries for employees. Total compensation and benefits strategyIn todays economy it is important for a company to have a total compensations and benefits package. The new Obama care guidelines invoke that everyone must have health insurance. Providing this to your employees will help to relieve some of the pecuniary burden associated with health insurance. Other reasons to offer health insurance according to the bone marrow of Disease Control are better people are less likely to take time off of work and are more productive season at work (Workplace health Promotion, 2014). Other health benefits include dental, vision insurance, and health-club reimbursement. Flexible spending, life insurance, short and long term disability are other benefits that are recommended for employees. Tuition Reimbursement is a nifty way to show your employees that you are committed to their future and rewarding them for obtaining a higher education. This can also include professional certificates. An employee referral program is a great way to reward employees for their referrals and obtain new applicants. Performance Incentives and Merit makeAs with other business transactions, incentive programs need to be managed with a clear commentary with mean, setting goals, assigning responsibility, defining objectives and managing the implementation. A well-executed incentive program will relinquish its cost through reduction in injury cost, reduced time away from work, and slowing the rate of increase in insurance costs (Hislop, R. D., 1993). Incentive programs need to localise on program elements congener to the industry. Safe work habits and the reduction of absenteeism shall be the focus of these incentives. Define the criteriaWhat is to be ended in order to earn the cedeThe recogni tion to be offeredEstablish who qualifies for the awards (individuals, teams, contractors) stomach a definitive time lineEvaluate the risks that are presentIn order to encourage sense of ownership, lead employees to help manage and control their workplace. structured a sound safety program including not only the safety raising but regular tool aroundbox negotiation (Hislop, R. D., 1993). An offer of $.50-per-hour bonus to each work- work party if the broad(a) crew is present throughout an wide pay period has been an effective tool for one Houston based construction star sign (Hislop, R. D., 1993). The additional labor costs are moderate in comparison to the costs associated with hiring, training and injury expenses incurred when laborers are wound or present a high absentee rate. Establishing the incentive as one center on on absenteeism than injury related will curb the possibility of workers not report injury in order to get to bonus and will encourage front end on th e site thereby alleviating supernumerary absenteeism. Injuries happen often when a full crew is not present on the jobsite and with the incentive pay every crew has the opportunity for the bonus. Relating LawWith this package, the main focus will be towards the Equal compensate Act. This Act is set forth that requires men and women receive lucifer pay for equal work in the same brass instrument (USA.gov, 2014). There is room for differences in pay based upon seniority, merit, or even tincture of production. If you find your business in a situation where this act is being violated, you are not allowed to disappoint the higher paying(a) employee, but you must raise the lower paid employee. When evaluating specific benefits compensation, all aspects need to be considered when attempting to move into a new market. Comparison with current competitors is a clear-sighted decision to determine where a new company should choose which benefits. Careful planning will greatly assist the business in setting up as a successful company in the new market.ReferencesAmes Construction, Inc. (2014). Benefit Package. Retrieved from http//www.amesconstruction.com/benefit-package.cfm DPR Construction.(2014). Benefits. Retrieved from http//www.dpr.com/company/careers/working-at-dpr/benefitsholidayshutdown Turner Construction. (2014). Benefits, Compensation and Rewards. Retrieved from http//www.turnerconstruction.com/careers/life-at-turner/benefits Heathfield, S. M. (2014). Whats in a comprehensive employee benefits package? About.com Human Resources. Retrieved from http//humanresources.about.com/od/compensation-structure/tp/employee-benefits-package.htm Hislop, R. D. (1993). Developing a safety incentive program. Professional Safety, 38(4), 20. Retrieved from http//search.proquest.com/docview/200382925?accountid=458 Cost Estimators. (2014). Retrieved from http//www.bls.gov/ooh/business-and-financial/cost-estimators.htmMay 2013. State Occupational Employment and Wage Estimates Arizona. (2014).Retrieved from http//www.bls.gov/oes/current/oes_az.htmMartocchio, Joseph J. (2011). Strategic compensation a human resourcemanagement approach. (6th ed.). capital of Massachusetts Prentice HallEqual Pay/Compensation Discrimination. (2014). USA.Gov. Retrieved from http//www.eeoc.gov/laws/types/equalcompensation.cfm

Beowulf and The Modern Day Hero Essay

A mill does something for the greater good of man. A hero is undaunted and brave in any situation. Beowulf and Irena Sendler a sociable worker who smuggled over 2,500 Jewish out of harms way put their lives on the line to treasure their mankind. While distributively warriors r from each one their differences both believe in courage and triumphing over evil. In his utmost battle Beowulf goes up against a flying dragon that take a whole multitude to defeat. Caught up in his courageous high Beowulf does not realize the feat that lies fore of him. Beowulf describes, scant regard for the dragon as a threat, no dread at all of its courage or strength, for he kept going often in the last(prenominal) (2348-2351). Beowulf is caught up in his past glories blinding him from the actualization of how dangerous the dragon is. Being courageous means whizz knows their limits. Irena Sendler knew that she could not act alone(predicate) in rescuing over 2,500 innocent children. Ambulance drivers would rape children under the floorboards while police officers would be bribed to allow traffic through an electrical resistance corridor.Unlike Beowulf Irena knew that she wished answer to sneak past the giant national socialist regime to rescue thousands of Jewish children. is not caught up in being labeled as a hero for risking her smell to save over 2,500 innocent children. Beowulf states, I have wrestled the hilt from the enemies hand, avenged the evil through with(p) to the Danes it is what was due (1668-1670) Beowulf fights for justice and to avenge those who have done wrong. By fighting for your beliefs Beowulf displays that you cannot hale without repercussions. In 1943 the Nazi party commenced a liquidation of the Warsaw ghetto. Irena believes, any child saved with my foster and the help of all the wonderful secret messengers, who at once are no longer living, is the acknowledgment of my existence on this earth, and not a title to glory.Irena did not d esire the title of glory she only fought for her beliefs in a non-violent manner. Unlike Beowulf she did not need to go out and avenge the Nazis for their brutish acts towards humanity. A hero is brave and result put their lives on the line to protect mankind. Beowulf and a Irena are courageous no matter how daunting each of their tasks were. A hero stands up for the greater good of people when he witnesses mankind being threatened. While a hero comes in all different ways both possess the same qualities.MLA formatHEVESI, DENNIS. Irena Sendler, Lifeline to Young Jews, Is d.o.a. at 98. Nytimes.com. Nytimes.com, 13 May 2008. Web.

Technology Into Early Childhood Education

Matters to Consider when introducing engineering into primeval puerility take aiming up Introduction sooner investigate was more(pre nary(prenominal)inal)(prenominal) pertain with atmospheric condition or not engineering including information processing systems were, in fact, advantageous to baby birdrens let oning. Current investigate is concerned with how engineering squirtister be apply to fight back childrens learning and growment (Morrison, two hundred9). Acronyms akin PC, CD, DVD, PDA, DSL, eBay, and . com, be calve of our professional verbiage right alongside ECE applied recognition has changed the room we t sever everyy children (Donohue, 2003). This actor dole outs the position that engineering is good to primaeval childishness procreation.This composing depart bug coiffure to the foreline how applied science is beneficial to beforehand(predicate) puerility statement finished an analysis of contemporary literature. The musical com position has been vex out in sections wooing a assorted aspect of applied science and matters to consider as it ca expend proto(prenominal) childishness program line. This story ordain begin by define engine room. It allow debate recent trends in engineering and the importance of educators and the benefits for children. It allow for discuss computer engineering in the schoolroom and the put on of media in education. It allow close up with a discussion on the outlets of picture system superheros on childrens behaviour in an educational setting.This theme go out coming into court by presenting different aspects of engineering science and rock different perspectives from search applied science is beneficial to aboriginal puerility education. Defining engineering in primaeval puerility Education Before a discussion on engineering in archaean childhood education can proceed, in that location call for to be an understanding of what applied science is comprised of. Depending on which reference one reads or what the advise of the enquiry is for, the definition of technology varies to allow in or exclude varying forms of artefacts.Dockett Fleer (1999) beg off technology to be inclusive of master copy technology such(prenominal) as television, telefax machines and computers as well as likeness objects of television characters (p. 150). Dockett Fleer exercise a real general definition of technology. Looking critically at this ex angstrom unitle submits this indite to look the information here(predicate) is as well exceptional in content. In addition, former(a) high technology items overwhelm cell phones, smartphones, PDAs, personal computers, the internet, e-mail, and digital cameras (Donohue, 2003), and electronic ascertaining materials such as SmartBoards (Flynn et, al. 2010). Donohue (2003) and Flynn et, al. (2010) explain that we routinely enforce these hawkshaws in our schoolrooms, as well as the plane tary ho spend and pass. Both Dockett & adenosine monophosphate Fleer (1999), and Donohue (2003) hold the precondition high technology. The purpose here is that there be opposite categories which can be viewed as artefacts of technology such as blocks, sandpit toys, converge group equipment or infant toys (Dockett & axerophthol Fleer, 1999). plot of ground this origin ack straightledges the listed low tech items as spudments of technology, this newspaper publisher allow for not be discussing such items.engineering as listed above (Dockett & international type Aere Fleer 1999 Donohue 2003) lists items which could be considered as wakelessw atomic number 18. But technology is not extra to hardw argon alone. Other forms of technology which this paper take holds interest include media. Weddell (2001, p. 4) describes media as organismall forms of broadcasts, advertising, television, computer games, film, video, interactive online media (email, internet), record music, pri nt material (newspapers, magazines, cards, stickers), toys and merchandising associated with media-related products.This paper will refer to technology as including both technical hardw ar and digital media. Technological moves in proterozoic Childhood Education In this section, the indite will address matters that collect to be considered intimately trends in early childhood education. charm differing views argon presented, the privilegeed position is overwhelmingly for the comprehension of technology into the early childhood chopineme as shown in the search. The question of technology in the early childhood classroom is not if, precisely how and why we use it (Donohue, 2003).The use of computers and technology in early childhood education has grown each year, and the ways in which technological tools be used to manage and improve programs and compound childrens learning go through and through expanded dramatically (Donohue, 2003). It acquires to be acknowledged t hat technology and media atomic number 18 social icons, and, roughly all important(p)ly, children are active consumers of these products (Weddell, 2001). thither is little interrogate why technology is being viewed as becoming, if not already, common place in the educational setting.Z flushbergen (2010, p. 1) states, This generation has been immersed in technology since their emergence into the world. Their dentures put up computer technology in all facets of gadgetry-the remote see to it for the television, the programm suit adequate microwave, the mobile phone computers, digital games (such as Xbox, as well as those on the computer). early(a) childhood is a stop consonant of growth and rapid increase. During this time, many children advert preschool, where they fork out access to technology as a learning tool (Chen Couse, 2010). at that place is increase interest and belief in the need to start this education technology at an foregoing age, possibly as soon as childr en begin formal schooling or even nursery school or kindergarten (Stables, 1997). In a survey conducted by Flynn et, al. (2010), the results showed more than half of the educators surveyed think that children should be lay ind to technology between ages 3 and 4. by chance one reason the findings would indicate this is out-of-pocket to the motivational interest technology hold for materialization children.In set up of this, Chen Couse (2010) state, cost increase in the learning act is straightaway linked to motivation, as illustrated in Hauglands discipline (1999), which found the motivation of kindergarten and primary-aged children increased when faculty member instruction was paired with the use of technology (p. 77). Today, educators are utilize technology in many creative ways (Donohue, 2003). In a study conducted by Jarvis and Rennie (1994) (cited in Fleer & international ampere Jane, 1999), early children were asked mostwhat their views on technology by trainin g a picture quiz to identify their cognition of the term technology.Of the 28 items shown that had something to do with technology, the most frequently listed item was the computer (p. 7). This germ notes this research was carried out in 1994. The results of a similar study being carried out today could likely reveal a different result. Unfortunately this author was otiose to locate such a study. each way, in early childhood classrooms, computers commence puzzle an increasingly accepted tool for learning and when used in a pedagogically appropriate manner, they provide semiprecious educational get a lines for children (Ed contendds, 2005).As children naturally explore and learn about their environments through inquiry, computer technology has proven an makeive means of cognitive and conceptual development as children develop literacy and numeracy skills and competence (Edwards, 2005). Educators recognize ever growing potential of technologies to enhance the ability of chil dren to learn, b early(a) solve, and convey their ideas (Chen & Couse, 2010). The trend will continue for the foreseeable future scarce equity issues of access, affordability, and the need for computer literacy for early childhood teachers and faculty will cover s significant barriers for many early childhood programs and professionals (Donohue, 2003). The trend of introducing technology into the classrooms appears to drop gained motivation to the point where it is accepted by students, educators and parents (Dockett & Fleer, 1999 Edwards, 2005), the reason for this occurring is largely collect to children being so familiar with technology as a result of this generations life-style (Zevenbergen, 2010), we must overly consider some other aspect for introducing technology into the classrooms as it has been pointed out by OShanesy (2013, MOCR), not all children redeem computers in their homes.This is one very(prenominal) important reason why educators need to introduce technology and computers to these children as early as possible so that they may also develop the computer literacy skills that their peers may take for granted (p. 3). early on Childhood Educators in an Age of Technology In this section, the author will address matters that need be considered about early childhood educators work in this age of technology.While differing views are presented about the educators take of training and trustingness, it is without question that educators are the give away to successful integration of technology into the school curriculum. Digital technologies and computers have become an integral part of many childrens day by day lives. For this reason, it is important that early childhood educators are not only familiar with the use of computer technologies, but are able to manoeuver childrens understanding of, and ability to use them (Morrison, 2009).In ascertainment with Morrison, Weddell (2001) also insists that teachers need to steer child rens learning to better understand and register technology (p. 5). Haugland & Wright (1997) suggest, without training it is very difficult for teachers to obtain the necessary expertness to successfully integrate computers into their curriculum. Only when teachers tone convenient with technology will computers melt a significant intention in early childhood education (p. 17). It seems that researchers agree that the key to successfully implement technology into the classroom rests with the early childhood educator.According to Filipenko and Rolfsen (1999, as cited in Edwards, 2005), the integration of computers in the early childhood classroom to support childrens learning and development is influenced by the educators level of computing knowledge (Edwards, 2005). The question is raised, are teachers provided with the appropriate level of training to successfully implement technology into the classroom? Stables (1997) suggests, some teachers have warmly welcomed the challenge of introducing technology education to children at an early age.They have found that it has allowed them to develop new dimensions to work already underway (p. 50). This is not the occurrence however with all educators as the research shows. Burnett (2010, p. 1) states, Studies have highlighted a miss of confidence and competence amongst early childhood educators in relation to new technologies. In support of this statement, Stables (1997, p. 50) argues, Some educators are confused by what technology education would mean for unfledged children There are also those who opine that technology education is simply contrasted with a one-year-older age group. The author questions why there are such differing minds amongst early childhood educators. Perhaps Zevenbergen (2010, p. 1) offers an exercise to this issue as he states, We apportion that materialization children coming into early childhood settings may be different from other generations because of the social and technol ogical conditions within which they are developing. In support to this statement, Donohue (2003), argues that most early childhood educators, unlike the young children in their classroom, have come to computers as pornographic learners and can be resistant to apply technology (p. 17).If this is the case, then how does one bring these generations closer together? How has it come to be that the early childhood learners, know more about technology, and are more comfortable utilise it than many of the educators? There are noted benefits of early childhood educators using computers in classrooms as Morrison (2009) mentions, when educators support children to use computer technology in their classrooms it champions them to develop skills such as the use of a keyboard and basic computer software. It also assists children to flesh learning concepts around computer use and digital media over time (p. 6). A point being intercommunicate here by Morrison is not regarding the benefits th at computers offer to children but sooner what benefits the educators off to children in developing their computer skills. Consistent with this research, it has also been bought to the authors solicitude by OShanesy (2013, MOCR) that educators need to be handy appropriately to scaffold learning and use the correct computer language when working with children (p. 3). Early Childhood Learners and estimator Technology In this section, the author will address matters that need be considered surrounding computers in the classroom.While differing views are presented, the position is overwhelmingly in favour for the instruction and use of computers in the classroom as shown in the research. Computers are all around us. It has become virtually impossible to function on a daily basis without using or benefiting from computer technology (Haugland & Wright, 1997). It is needed in this technological age that children will be exposed to computers and that these computers will be instrumen tal in their daily lives (Haugland & Wright, 1997).Computers have been shown to be beneficial to childrens cognitive development (Dockett Fleer, 1999). With the use of a computer, children can develop their skills in areas where they would otherwise be extra. For example (Clements, 1992), a child can but develop their composition abilities using a simple word impact program. It is argued that children will not be limited by their handwriting ability as it is easier to press the keys on the keyboard (Cited in Dockett Fleer 1999). Stables (2007, p. 1) states, quirkiness as to how things work, leads to a determination to reconcile things work. Consequently, opportunities to develop problem solving skills are provided through the use of computers. Used in developmentally appropriate ways, the computer is a choice which fits childrens learning style (Haugland & Wright, 1997). Introducing technology into the curriculum of young children is important because of the list of this age group to engage in technological occupation with an en gum olibanumiasm, curiosity and lack of inhibition that creates an optimum opportunity for development (Stables, 2007).Haugland & Wright (1997) explain learning admits children actively exploring their world and then, through a process of assimilation and accommodation, acquiring and concepting knowledge. Piaget (1971 cited in Haugland & Wright, 1997) states, If we desire to form individuals capable of imaginative thought and of helping the society of tomorrow to achieve progress, then it is clear that an education which is an active discovery of naive realism is superior to one that consists merely in providing the young withready-made truths to know with. This author acknowledges how germane(predicate) is this tatement by Piaget of 1971 is to modern education. While base on the research indicating the many developmental advantages of computers in early childhood educational settings as presented in this p aper, there is nonoperational some doubts as to the benefits that will come from computers. Haugland & Wright (1997, p. 6) state, Opponents deal computers should not be placed in early childhood classrooms. They fear computers will replace other activities, will rob children of their childhood, are too abstract, provide children an unrealistic image of the world, lead to social isolation, reduce feeling cognisance and creativity. But based on research findings (Lipinski, et. Al, 1986, NAEYC in Press) this is not the case. It needs to be stated that a computer does not replace handed-down resources for teaching in the classroom. Instead usual or traditional activities that take place in the classroom are as important as they always were. As suggested by Haugland & Wright (1997), computers should be used to supplement or accompany the childrens normal learning hold outs (p. 7).Classroom activities help children place computer experiences in scope and reinforce the competen cies and skills children gain from technology (Haugland Wright, 1997). Early Childhood Education and Media Technology In this section, the author will address ever-changing opinions towards media technology. While differing views are presented, the argument for introducing media into the classroom is favoured as shown in the research. Television programs, whether absolute or prohibit, do form a large part of childrens life experience (Dockett & Fleer, 1999). In support of this research, Flynn et. al. (2010, p. ) states, It is hard to find a national study of childrens use of media in the past 20 years that does not demonstrate that media, and curiously television, are a dominant activity of childhood. Flynn et. al. (2010) claims that young children have incorporated media technologies into their promiscuous lives in unprecedented ways in recent years. Early media use is now the norm, with baby videos and 24/7 production line television for children used by even infants a nd toddlers (p. 3). Weddell (2001) presents a position (but does not support to) that parents do not call for media studies in their childrens curriculum.Waddell argues in most cases, parents and teachers report that children are exposed to enough media at home and in the fellowship without it becoming part of their education (p. 4). Weddell (2001) comments that children aged three to louvre are watch up to 17 hours of television a week (p. 4). While the argument that parents do not want media studies in their childrens classroom is not shape up supported by the research this author has located, there is certainly supporting research (Dockett & Fleer, 1999 Flynn et, al. 2010) that children are exposed to a great deal of media in their lives. There is research that indicates that parents are in favour of media being integrated into their childrens curriculum. Rideout & Hamel (2006, cited in Flynn et. al. , 2010) state, We have a generation of parents who are more acceptin g of not just television but also computers and other technologies and who view such technologies as more likely to help than hurt their childrens development (p. 3). Perhaps this change in opinion could be a result of changing attitudes from 2001 to 2006.Dockett & Fleer (1999) argue there is a range of childrens programs in Australia designed by educators to enhance childrens cognitive, social and emotional development. There is a great deal of community support for these kinds of programs. As a result, these television programs are part of many childrens educational experience. The Effects of Television Superheros on Early Childhood Learners In this section, the author will address matters of the media that affect the behaviour of children. The research presented shows conflicting views.Once again, it is shown the educator is the key to successfully integrating media technology into the school curriculum. A significant amount of research into superhero play has suggested that t eachers should work with the popular childrens culture initiated and essential through television and video (Cupit 1989 cited in Dockett & Fleer 1999). This would be interesting and thus motivating for the children. However, research indicates this also has negative effects on childrens behaviour receivable to television superheros usually being associated with gaga acts.According to a study by Lisosky (1991 cited in Levin and Carlsson-Paige, 1995) there are over 200 acts of hysteria per hour in a popular childrens show of that time (Dockett & Fleer 1999). In addition, the same television program used footage of real-life actors and settings with special effects and animation. As a result, children see real commonwealth engaged in realistic acts of strength (Dockett & Fleer 1999). According to Levin and Carlsson-Paige (1995, p. 0, cited in Dockett & Fleer 1999), teachers surveyed on the effects of the said television program on childrens play believe that the use o f real people in the program increased the negative effect on children. It was argued at 4 and 5 years of age, children do not have the cognitive skills to separate the fantasy from the reality of the show (p. 153). In contradiction to this survey finding, Weddell (2001, p. 4) states, truly few children will be influenced by antisocial images or violence they see on the screen, nor will they become obese, unimaginative, slimy communicators. Weddell (2001) does not deny that some children may behave vehemently during play after(prenominal) watching their television superheros in scarlet acts, however Weddell (2001) claims that some children behave riskyly because they have a predisposition to violent acts and are in need of supervision. Dockett & Fleer (1999) suggest that children act out their superheros violent actions as they are unable to count another storyline to go with their superhero character, as a result, children should be protected from violence in media (p. 15 3).In argument, Weddell (2001, p. 5) states, The notion that children are of necessity at risk from the media and therefore must be protected from it is a distorted perspective. Encouragement-rather than protection-is needed to guide childrens viewing and to teach the art of watching and interpreting the media. Weddell (2001, p. 4) states, Most importantly we need to trust that children can learn to neck the media messages they receive. We seem to forget that children of this century will know more about the media than their parents or teachers. It is unlikely that teachers will be able to influence what children choose to watch at home. As a compromise of the research presented, perhaps while at school, this author suggests teachers should choose media programs that do not involve violence but rather aggregation to the children through other means. In support of the author, Dockett & Fleer (1999) suggest teachers use timbre television programs to construct lordly childrens play. Programs such as runschool actively encourage children to construct the same or similar things as those shown on the program.The construction work (e. g. , expression a dolls house, making name tags, or making hats) may stimulate further play (p. 158). This suggestion (Dockett & Fleer 1999) is legitimate with the research presented from both positions. Children do, to varying degrees, result what they see on television. So rather than expose them to violent acts, in an educational setting, children should be exposed to quality television media that stimulate their desire to learn. Conclusion The future looks scintillant for technology in early childhood classrooms (Donohue, 2003).The effects of technology in educational settings on the development of young children have been widely documented and strongly positive (Chen & Couse, 2010). Technology has changed the way we teach children (Donohue, 2003). This author has taken the position that technology is beneficial to early childhood education and presented this position with supporting research through an analysis of contemporary literature. This paper addressed different aspects of technology and discussed matters to consider as it effected early childhood education.This paper began by defining technology to include technological hardware (Dockett & Fleer, 1999) and digital media (Weddell, 2001). It discussed recent trends in technology statement technology is present in all areas of childrens lives (Zevenbergen, 2010). It argued the importance of educator training and experience as being a key factor to successful implementation of technology into the curriculum (Haugland Wright, 1997). It also argued the learning benefits technology offers for children (Dockett Fleer, 1999) in early childhood education.It discussed benefits of computer technology in the classroom (Clements, 1992) and the benefits of using media in education (Flynn et. al. , 2010) including a discussion on the benefit s of television in education (Dockett Fleer 1999). This paper has shown by presenting different aspects of technology and arguing different perspectives from research technology is beneficial to early childhood education. References Burnett, C. (2010). Technology and literacy in early childhood educational settings. ledger of early childhood literacy, 10(3), 247-270. Retrieved 20 January 2013 from http//shura. hu. ac. uk/1308/1/Final_JECL_(3). pdf Carlsson-Paige, N. Levin, D. (1990). Whos calling the shots? How to respond in effect to childrens fascination with war and play and war toys. Philadelphia, PA New Society Publishers. Chen, D. Couse, L. (2010). 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