Skating to Antarctica Essay free essay sample

Skating to Antarctica Criticism In a prose passage like this, the author is describing the life of an animal, mammal, the penguin in the first person, when the author is together with some other travelers, going to Antarctica, or more specifically going to St Andrews Bay. The author is describing the life of the penguins and also, sometimes comparing it to the life of us humans. A the beginning of this passage, the author is describing the penguins as inspectors. They just stand still and dont care about anything that is going on, in their habitat. Even when people enter their habitat, they tend to ignore that fact just walk around the person. Also if you make eye contact, the penguins will just look away, they would look back. This is so because, they arent afraid of the humans and the boats they come in, the danger comes from above, the only thing that they should be scared of are other birds that fly from there, they swooping skuas that fly away from their eggs and chicks, which can catch them in order for the bird to eat the penguins themselves and have food. We will write a custom essay sample on Skating to Antarctica Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Other from that the penguins arent afraid of the sea or the land from where they live. As the penguins would be just standing there, all the people who would be coming into St. Andrews Bay would think that they are being watch. Many of the people who were arriving on the land, were echoing how much the penguins are cute. But in real fact, a penguins life is not that cute at all, and its not much of a life being a penguin. By the end of the prose passage, the author turn her perspective completely about the penguins. We see that the skuas has gotten the penguin and the author could see the penguins ingury on the penguins side, as the skuas was waiting for the penguin to collapse, so it could take the food to its offspring. We can compare the life of a penguin, with the life of the humans, how we at first, seem calm and nothing bothers us, but really and truly there would be hidden things that we sometimes dont even know about. And also we would be enjoying life, because in real fact, we never know when it would come to an end, just like the penguins life came to an end when the skuas needed food for its offspring.

The Woman Who Had Two Navels Essays

The Woman Who Had Two Navels Essays The Woman Who Had Two Navels Essay The Woman Who Had Two Navels Essay The summary of the The woman who had two navels the Spanish colonial period and the diverse heritage of the Filipino people. Often he deals with the coexistence of primitive and civilized dimensions inside the human psyche. In his short story The Summer Solstice, set in the 1850s, Joaquin portrayed the collision between instincts and refined culture. Dona Lupeng first rejects ancient beliefs, but under the spell of the moon, she becomes possessed by the spirit of the Tad tarin cult she does not want to be loved and respected anymore but adored as the embodiment of the matriarchal powers. Poet, fictionist, essayist, biographer, playwright, and National Artist, decided to quit after three years of secondary education at the Mapa High School. Classroom work simply bored him. He thought his teachers didnt know enough. He discovered that he could learn more by reading books on his own, and his fathers library had many of the books he cared to read. usually removed when a person is born. But it is not possible because if a person has two umbilical cords, he is a preternatural being a mutant. Connie, pretending that she has two navels may refer to the rebirths that she underwent. The first rebirth was escaping from her mothers evil clutches since she was an unwanted child always ostracized and continuously suffered from the ghosts of the past that haunted her. Let us not also forget her inability to deal with her life due to parental constrictions and the love affair of her husband Macho and her mother that made her feel miserable at some points in her life. The second rebirth refers to her awakening, herself realization and emancipation as a woman. She learned to face reality and accepted the truth. In my point of view, her reason why she pretended to have two navels is that she wanted to forget everything about her, to be different so that another personality will reside and dwell on her.

Antecedents and Consequences of Decline in Trade Union Density

'Trade Union Membership in Australia has Declined Significantly Since the 1980s.   As a result,  Unions are becoming an Irrelevant Actor in Australian Employment Relations'. Drawing on Academic Research and Commentary,   Provide a Response to this statement.   In framing your argument, Consider the Antecedents and Consequences of the Decline in Trade Union Membership and Trade Union Density. In reconnoitring the factors that led to the emergence and fall of industrial labour in Australia, the present paper contends that support for unions initially surfaced from a working class which was an outcome of the nation’s uncommon economic past. In the 20 th century the incorporation of systems of mandatory arbitration, formulated to mediate industrial disputes, strengthened the support for labour unions. In the year 1948, the support for unionism was at its pinnacle. A long process of its fall started as the working cadre constituency that had supplied its social anchor fragmented due to structural transformations in the economy. The collapse of arbitration post-1986 aggravated this declining pattern, as did a rise in unwarranted employment and anti-union tactics of the employers (Docherty, 2010). The present essay reviews the literature on the fall in union density in Australia. Germane studies are critically analysed and compared, and the review brings to light the co mplexity of the issue, the necessity to avoid simplistic responses, and makes recommendations regarding the areas of study that most likely augment the comprehension of the sharp decline in unionisation. As per the Australian Bureau of Statistics figures of 2000, the fall in union membership in the nation, despite the attempts made by the Australian Council of Trade Unions to prevent further decline. While it is apparent that there is a reduction in union density, it is critical to evaluate the reasons behind it and what are the unions doing for combating such downward trend. In striving to handle the issue, it is significant to understand the major objectives of the union that draws members and the antecedents of the decline (Abbott, MacKinnon and Fallon, 2016). Australian unions were set up in the initial half of the 19 th , with growth starting in the post gold-rush age. It is from then that the most rapid growth of the period appears to have been in the decade of the 1880s, wherein affluent economic conditions and a constricted labour market were drivers making for the development of unions. The main goal of a union is to enhance the well-being and promote the interests of its members. They were created to offset the higher financial power of the employers (Cooper et al., 2009). It has long been acknowledged that the dominance over the market by the employers could be countered by employees acting jointly and instituting organisations to negotiate on their part. The most crucial function performed by the union was to maximise the salaries and wages of its members. There are several reasons why employees might join a union. However, three factors are apparent. They are; sense the advantages of unionism surpass the likely costs; displeasure with financial aspects of their job; and an intention to impact those facets of the work environment via union means. Despite the evident benefits of the union, the membership of Australian union has declined. As emphasised by Kaufman, (2008) unionism harvested a core place in the Australian community between 1921 and mid-1950s. Even in the profundity of the Great Depression, the membership never plummeted below 42.5%. Moreover, with the recovery of the economy during World War II, it garnered unprecedented support. Times have significantly changed. Two decades ago 50% of all employees were part of the union. Currently, the rate of unionisation is only 23%. Even the public sector, which was once a mainstay of union power, has witnessed a sharp decline in the density. In the epoch of feminization, computerization and casualization, de-unionization is perhaps the most considerable change to have to strike the labour market over the years. A sign of fall in union strength is the rarity of strikes (Holland et al., 2011). The number of days lost to industrial conflicts is only one-fourth of its level during the early 1980s. To fathom the transition, Bashur and Oc, (2015) posit that it is helpful to discard two common elucidations for union decline briefly. The first is that the density decreased due to the increasing scepticism of workers toward it. In effect, attitude tends to reflect union power. When the membership increased during the 1970s, Australians were more likely to say, pollsters, that th ey believed unions had extreme strength and less likely to consent that unions had been a great thing for the country. Correspondingly, as they started waning during the 1990s, the portion of individuals who believed that unions carried too much power decreased steadily (Docherty, 2010). The second argument which is made is that de-unionization was an outcome of the fall in real wages which happened under the Accord. Yet as Leigh, (2011) points out in his study The Decline of an Institution, this statement means that unionisation must have fallen more during the 1980s (when there was a decline in real wage) than the 1990s (when there was a rise in real wages). However, the opposite is true – the most drastic decline in unionisation happened during the 1990s. If not the Accord and attitudes then what led to union density witnessing the downward trend? The fall narrows down to four major factors: changes to the laws regulating unions, higher product market rivalry, growing inequality, and structural changes in the labour market. The most substantial factor in de-unionization in Australia has been transitions in the legal system regulating the unions.   Hodder and Kretsos (2015) state that between 1990 and 1995, conformist governments in five out of six states brought into effect a legislation intended to prohibit mandatory unionisation, promoting individual bargaining, and introducing changes to non-award coverage easier. Paradoxically, this was similar to the process that took place in the 1920s, when a series of state Labour governments enforced law in favour of wage arbitration and mandatory unionism, resulting in an upsurge in union membership. During the later half of the 1980s, over 50% of the union members needed to be a union member as their employment condition. In the 1990s, not any longer bound to be a member, a huge proportion opted to give up their membership (Leigh, 2011). Expectedly, the unions that bore the biggest brunt were those that were highest dependent on mandatory union laws. The ne w law was enforced from 1996 when the then government virtually eliminated mandatory unionism and made it challenging for the unions to hire and strike. The second most significant driver of de-unionization has been increasing competition. Driven by microeconomic reforms, revived Australian Competition and Consumer Commission and tariff cuts, the market for purchasing most goods and services are now considerably more competitive than during the 1970s. When companies have an oligopoly or monopoly situation, it is convenient for them to pay higher salaries to their workers. Prices are greater in non-competitive markets, and in economics’ jargon, this produces â€Å"rents†. The employers then share such â€Å"rents† with employees (Grenfell, 2017). When monopolies are split, and the marketplaces become competitive, employers have to cut costs. This puts pressure on the companies to follow powerful anti-union strategies to minimise the wage bill. The third argument for declining union diversity is the increase in earnings inequality. To comprehend how this works, it is crucial to acknowledge that unions not only aim greater wages but also for higher pay compression (Heidecker, 2013). This happens through standardised wage schedules, and claims that ask for an equal increase for every worker. Less pay distribution within an organisation also renders it easy for unions to form, as employees are likely to have mutual cause with those who get similar salaries. Economists have in general focused on the manner in which de-unionization impacts inequality (Bray, Waring and Cooper, 2011). In Australia, Jeff Borland found that 30% of the rise in earnings disparity among permanent males between 1986 and 1994 can be elucidated by falling unionisation. However, the opposite can also be true. If disparity increased (owing to globalisation, technological change, or other factors), unions are likely to find it difficult to create an effectiv e coalition between highly-paid and low-paid employees. The probability of two employees both earning $20 per hour joining the union is higher than if one make $10 and the other $30 (Koukoulas, 2015). The last factor is structural labour market changes. Throughout the developed economies, unions have an easier time hiring in the public sector, the manufacturing sector, among permanent employees and in big companies. The emergence of the service sector, casualization of the labor force, downscaling of government and the surfacing of SMEs are all transformations that disadvantage unions (Forsyth et al., 2017). To examine the impact of the above-mentioned factors, Peetz, (2012) used a method called â€Å"shift-share analysis†, and concluded that they were responsible for nearly 50% of the fall during 1982-92, however, do not elucidate much of the decline since then. As the drop-in unionisation has been quicker in the 1990s as compared to the 1980s, this demotes structural changes to a minor role in describing the overall drop in unionisation in the last 37 years. Evidence propose that voting by union members is being done with their feet and that other systems are emerging to replace them. The proportion of companies with mutual consultative committees grew two times between 1990 and 1995, and the number of companies with ad-hoc employer-employee committees also increased considerably. Requirements that once only unions could meet are now addressed by new organisations (Davis, 2010). The macro and microeconomic impacts of the plummeting strength of unions have been debated by policymakers and economists. Nonetheless, the empirical evidence suggests that the effect of the drop on economic aggregates and company performance is not a devastating cause of concern. However, the relationship of falling union strength with increasing earning disparity and the minimising direct communication between employees and employers is potentially more troublesome (Kelty, 2011). For the period of 1995-2010, the coefficient estimate for the alteration in union strength is negative and insignificant statistically, proposing that transitions in union density were no longer connected to redistribution. It is reported by Toscano (2015) that union fall since the 1980s has been accompanied by alterations in the union members’ position in income diffusion. It is speculated that, since the position of an average union member has improved with a decline in density, union members are also no longer very supportive of redistributive policies and wage solidarity. Hence, the disparity issue might stay, but the role played unions is more controversial. Though companies in competitive labour markets might undersupply workers’ voice, but it does not mean that independent unionism is the solution, either from an employee standpoint, or the practicable interest of strengthening productivity. In fact, many researchers have identified that the drop in union voice has been coupled with a substantial growth in non-union voice, such that the total exposure of voice mechanisms has been stable and high (Furze et al., 2011). In short, Australian workers have selected non-union voice over no voice at all. In addition to this evaluating voice regimes, non-union voice overshadows union voice for a series of perceived result indicators – financial performance, productivity, and industrial relations climate – if not turnover. This provides credibility to the con cept that management has a motivation of investing in non-union voice, although such positive scene is muddled by comparisons between voice types (Schaper, 2014).    With the waning of unions, today’s labour markets of Australia are closer to the theoretical models of competitive markets than they were during the 1970s. This is mainly because of a succession of legal changes that have rendered it difficult for unions to organise, but also owing to higher competition in the markets, growing wage disparity and alterations in the composition of the workforce. It is extremely unlikely that any of these alterations will be inversed. More Australians are now employed in sectors that have always had less union strength. Employment in conventionally powerful union sectors like the public sector and the manufacturing sector are being substituted by jobs in service industries and community-based establishments that have low union density. Permanent employees are being substituted by casual and part-time workers, and such types of employment have lower rates of union membership. More of the labor force has become contractors, self-employed or employe d in small businesses and do not perceive union membership as important. Abbott, K., MacKinnon, B and Fallon, P. 2016. Understanding employment relations. South Melbourne: Oxford University Press. Addison, T. J. 2014. The consequences of trade union power erosion. IZA World of Labor. Bashur, M and Oc, B. 2015.   When voice matters: A multilevel review of the impact of voice in organisations.   Journal of Management, 41(5): 1530-54. Bray, M., Waring, P. and Cooper, R. 2011. Employment Relations: Theory and Practice. Sydney: McGraw-Hill. Cooper, R., Ellem, B., Briggs, C., and Broek, D. 2009. Anti-unionism, employer strategy, and the Australian State, 1996–2005. Labor Studies Journal, 34(3): 339–62. Davis, M. 2010. Unions face fight on a new front. (September 22, Sydney). Accessed March 29, 2017. Docherty, C. J. 2010. The A to Z of Australia. Rowman & Littlefield. Forsyth, A., Howe, J., Gahan, P. and Landau, I. 2017. Establishing the Right to Bargain Collectively in Australia and the UK: Are Majority Support Determinations under Australia’s Fair Work Act a More Effective Form of Union Recognition? Industrial Law Journal. Furze, B., Savy, P., Brym, J. R. and Lie, J. 2011. Sociology in Today’s World. Cengage Learning. Grenfell, O. 2017. Australian report highlights collapse of union membership. 19 January. World Socialist Website. . Viewed 29 March 2017.   Heidecker, P. 2013. Four Reasons For The Decline In Union Membership. 24 April. Clean Link. . Viewed 29 March 2017. Hodder, A. and Kretsos, L. 2015. Young Workers and Trade Unions: A Global View. Springer. Holland, P., Pyman, A., Cooper, B and Teicher, J.   2011.   Employee voice and job satisfaction in Australia:   The centrality of direct voice.   Human Resource Management, 50(1): 95-111. Kaufman, B. 2008. Paradigms in industrial relations: original, modern and versions in-between.   British Journal of Industrial Relations, 46(2): 314-339. Kelty, W. 2011. The introduction of enterprise bargaining – a retrospective: Opening address. Enterprise Bargaining in Australia Workshop, Melbourne, Melbourne Law School. Koukoulas, S. 2015. The decline of union membership. 26 November. The Adelaide Review, . Viewed 29 March 2017. Leigh, A. 2011. The Decline of an Institution. Australian Financial Review: 21. Peetz, D. 2012. THE IMPACTS AND NON-IMPACTS ON UNIONS OF ENTERPRISE BARGAINING.   Labor and Industry, 22(3): 237-254. Schaper, T. M. 2014. A brief history of small business in Australia, 1970-2010. Journal of Entrepreneurship and Public Policy, 3(2): pp.222-236. Toscano, N. 2015. Trade union membership hits record low. (October 27, Sydney). Accessed March 29, 2017.

Skin problems related to makeup Essay Example | Topics and Well Written Essays - 750 words

Skin problems related to makeup - Essay Example Firstly, with regards to the use of makeup and the clogging of pores, this has an unhealthy affect for a number of reasons. First, due to the fact that the pores of the skin are the means whereby the skin is able to be moisturized and â€Å"breath†, clogging the pores has a negative affect not only on the health of the skin but on the aging process (Streamlining Beauty 88). Without being able to deliver the necessary moisture and oils to the surface, the aging process takes place at a faster rate as the skin loses its ability to be elastic and stretch. In such a way, even though the application of makeup is intended to make the skin more beautiful, as can be seen from the preceding discussion, it can actually have a diminishing return over time. As a means of understanding these determinants, ti is the hope of this author that the reader will be able to integrate a further and more complete understanding of makeup and its effects on skin health. ... The final health impact that makeup can have is related to allergic reactions on the part of the user. Although there is no way that any product can be made allergen free, by very nature of the diverse allergies that are exhibited by individuals, the fact of the matter is that many individuals are allergic to many of the thickening agents or minerals that are found within the common forms of makeup that are on the market today (Levy & Emer 175). Moreover, depending on the quality of the product, there are certain degrees of impurities that can be found within these products to a varying degree. As a function of this, the levels of pure ingredients that are interacting with the skin of an individual’s face are oftentimes unknown (Gray & Boothroyd 66). Due to the fragility and tender level of the skin that is exhibited on the face, as well as the fact that there are at least 7 orifices in the immediate vicinity, this is an especially worrisome point. As a function of these parti cular issues, the reader can understand that many of the negative skin health issues related to makeup are concentric around the overall cleanliness of the skin and/or the ability and desire of the individual user to ensure that they remove all makeup each and every night prior to going to bed. If this is engaged, the level and extent to which the pores will be clogged and the acne levels will increase will be reduced precipitously. However, with regards to the final issue that has been raised, the allergic reactions that many users experience when using makeup, this is not something that can be prevented or reduced. Ultimately, such a skin health issue is entirely dependent upon the environmental factors that determined the individuals

European Trade Policy Essay Example | Topics and Well Written Essays - 2250 words

European Trade Policy - Essay Example Art. 113 lists a number of measures included in the CCP: tariff rates, conclusion of tariff and trade agreements, uniformity in measures of liberation, export policy and measures to protect trade. Art. 113 is not exclusive, just a list of examples. The EU has interpreted that the CCP "includes the same elements as the external trade policy of a state", meaning that the CCP may include trade regulation, as well as trade liberalization measures and defensive measures against unfair commercial practices. As examples of defensive measures we can mention Anti-dumping Regulation, Illicit Practices Regulation and Counterfeit Regulation. EU's Common Commercial Policy covers all the main measures affecting trade in goods and services and almost all trade-related issues, Trade-related areas partially covered by the common trade policy include: company law, indirect taxation, standards and other technical regulations, and enforcement of intellectual property rights. The Community policy on imports is determined in the following way: "imports into the Community are free from quantitative restrictions but only where more restrictive rules are not applicable". Restrictive rules apply for textiles and agricultural products. (Aarkog, 2005) B. In December 2005, the EU Commission announced that it would be phasing-out all export subsidies currentyl granted to exporters in the European Union. Critically discuss the likely implications for EU exports of the phasing-out of export subsidies. 60% World Trade Organization (WTO) members, which includes the European Union, are engaged in trade negotiations referred to as the Doha Development Agenda (DDA). The main aim of the negotiations is to minimize barriers to internal trade in agriculture, manufactured... On the basis of Article 133 of the European Community (EC) Treaty, the European Commission negotiates on behalf of the Member States in consultation with a special committee- the so-called "133 Committee". The 133 Committee is composed of representatives from the 25 Member States and the European Commission. Its main function is to coordinate the trade policy of the EU. The 133 Committee discusses the full range of trade policy issues affecting the EU, from the strategic issues surrounding the launch of rounds of trade negotiations at the WTO to specific difficulties with the export of individual products, such as textiles, and considers the trade aspects of wider EU policies in order to ensure consistency of policy. In this Committee, the European Commission secures endorsement of the Member States on all trade policy issues. The major formal decisions (for example agreement to launch or conclude negotiations) are then confirmed by the Council of the European Union. World Trade Organization (WTO) members, which includes the European Union, are engaged in trade negotiations referred to as the Doha Development Agenda (DDA). The main aim of the negotiations is to minimize barriers to internal trade in agriculture, manufactured products and services. One of the significant calls by the 2001 Doha declaration was the â€Å"reduction, in view to phase out, all forms of export subsidies†. This call was renewed again in 2004 during the negotiation for the â€Å"Framework for Establishing Modalities in Agriculture†.

Teaching and Learning Policy Essay Example for Free

Teaching and Learning Policy Essay Learning is a dynamic process which begins at the time of conception and continues for the rest of our lives. At stages along this learning journey we partake in formalised learning in which we may interact with other human beings who may take on the role of teacher. This invariably happens within the confines of a school. The school being the environment designed to help pass on the knowledge, skills and qualities required as preparation for adult life. Our school is a section of a partnership involving pupils, families, the local and extended communities and school staff that give all the opportunity to develop each child’s formal learning and to promote everyone’s spiritual, moral, social and cultural development . In this way our school is pivotal in the formation and preparation of opportunities, responsibilities and experiences for life. This policy is for all teaching staff, Governors, parents, members of the community and appropriate outside agencies, including OFSTED, to appreciate our drive for high expectations and our strategies for ensuring that teaching and learning are effective. It sits alongside all other curriculum and management policies including the policy for ‘Performance Management’. It should also be read in conjunction with OFSTED documents and other relevant information including â€Å"The Code of Conduct for Teachers† that will drive our standards forward. Making a Difference Much work has been done on how pupils learn and multiple intelligence theories. This policy considers how as practitioners we can motivate all to ensure effective learning. Research suggests that there are many ways to ensure that effective learning takes place within the different learning environments that a child may encounter within a school. All staff have the ability to make a difference and all must consider the following: †¢ There is no one right way to teach, but teachers and TAs enhance their  effectiveness when teaching is purposeful, efficient, clear, structured and adaptive. Good teaching takes into account all aspects of assessment, prior learning and the individual needs of each child. †¢ High expectations are paramount †¢ Good teaching involves more than exposition and arranging activities; the nature of the interaction is carefully designed, with differentiation matched closely to pupils’ actual abilities and needs. †¢ Good teaching is where the pupils are given opportunity to extend their ability to take charge of their own learning. It is where teachers establish active links to enhance pupils’ learning styles. †¢ The effective learning environment is orderly, stimulating, attractive, safe and supportive. †¢ The effective teaching atmosphere encourages learners to value and draw on their own experience †¢ Good lessons are carefully planned and involve pupil participation as often as possible. They have pace, good questioning strategies and opportunity for reflection. †¢ Learning to learn entails increasing scope for pupils to use their initiative and to develop a capacity for independent work according to age range. †¢ Effective teaching occurs when pupils are given opportunity to apply the knowledge and skills they are taught. †¢ Effective learning design allows pupils to summarise what they have experienced and reflect carefully †¢ And effective teaching is complemented by fair discipline, positive reinforcement, and explicit formative feedback. Every member of staff must consider their professional characteristics and reflect and analyse how each pupils’ learning can be enhanced in preparation for the future. It is the role of all staff to dissect their teaching to ensure outstanding teaching and learning opportunities for each child. Monitoring Of Teaching and Learning Monitoring is a regular feature of our school and has become embedded into the culture and working life of our school life .It enables all to have an accurate picture of performance and developments in learning. It is a positive attribute in moving the school forward. Monitoring will occur in a variety of forms :- †¢ Regular monitoring of lessons as part of Performance Management. †¢ Monitoring of lessons as part of specific school initiatives and developments. This will include in-depth monitoring of the core subjects. †¢ Half termly classroom monitoring on working environments and pupils’ learning. †¢ Half termly monitoring of planning and assessment files. †¢ Half termly monitoring of pupils’ books by SMT and appropriate co- ordinators. †¢ Weekly monitoring of books as part of phase meetings. †¢ Weekly light touch monitoring on specific subjects to increase our overall effectiveness and efficiency. Monitoring will positively support teaching staff through :- †¢ Improving individual and team performance †¢ Expanding skills, knowledge and insight for all †¢ Providing a supportive working environment for all †¢ Improving communication that results in improved learning opportunities for pupils. †¢ Identifying individual, team and school needs. †¢ Developing individuals monitoring skills as part of the school’s effectiveness and efficiency. Monitoring is about accountability and will give all the opportunity to discuss positively and staff will be given feedback on lesson observation and scrutiny of their planning and pupils’ work. Written feedback will include a summary of agreed actions to be put in place for the following round of monitoring. Monitoring of lessons, planning, pupil’s work and associated self reviews will provide the basis for the School Development Plan and the vehicle from which Governors and all other interested agencies can gain on the effectiveness of our school. Induction of New Staff To ensure that all new staff have a successful induction and immediately enhance the learning of pupils, the school will allocate a member of staff to work alongside the new member. School procedures and expectations will be discussed and the opportunity to set out the professional needs of the  member of staff will be formalised. Appropriate professional development will be instigated and expectations set. Continued Professional Development Effective CPD is a planned progress. It will be the systematic and progressive improvement of competencies across the school. It is about the meeting of individual and the school objectives and therefore is intrinsically linked with the Performance Management policy, the School’s Development Plan, pupil performance and the needs of the individual. CPD will be designed to meet the individual’s immediate and future needs, it will give a structure to each person’s career development whilst having an impact on pupils’ learning However, each person must take responsibility for reviewing and fulfilling their own needs and school will hold each accountable for developing their own potential. The individual therefore must continually assess their needs and discuss issues with appropriate senior managers. The SDP for each school academic year is available for all working or involved within school. It gives the direction for the school and will indicate how CPD will be organised. Each individual’s performance management objectives will reflect the needs of school and the individual. Planning, Preparation and Assessment Planning, preparation and assessment time is organised so that teachers can work with appropriate colleagues. It gives opportunity for the termly and weekly plans to be scrutinised, assessment of learning analysed and the learning needs of the pupils met. Each phase leader will organise the sessions so that each teacher can maximise the time available. During the sessions the following will occur:- †¢ A selection of books will be scrutinised to ensure marking, presentation and that progress is consistent and of high quality. †¢ Work is analysed and assessment drives the next planning. †¢ The needs  of groups including DSEN and Gifted and Talented pupils are discussed and appropriate planning is put in place. Differentiation is put in place. †¢ Target setting is put in place, monitored and updated. †¢ IEPs are updated as appropriate and new IEPs written at the relevant times. †¢ The needs of staff are discussed and information, as required, passed on to the SMT. †¢ Teaching and classroom practise are discussed †¢ Relevant plans and information is prepared for TAs †¢ The sessions will also discuss resources and ICT All teaching members of staff are given specific details on the formats for planning and the layout of files. These will be scrutinised at phase meetings and by the SMT and co-ordinators throughout the school year to ensure corporative effectiveness. The different forms of assessment are dealt with in the Assessment Policy. All teaching staff must use the information and apply the knowledge to their teaching. Assessment must be consistently used to drive teaching and learning forward. Within this, target setting must be active with all pupils understanding their targets and how they can achieve them. Parents must also be updated of their child’s targets using the school’s pro- formas. Targets must be displayed in classrooms and within the pupils’ books for core subjects. Marking and Feedback to Pupils. The Marking Policy deals with marking issues in detail. Teaching staff must be up to date in marking and marking must give clear indications of how the pupil can move forward appropriate to age . Comments must be positive and opportunity must be given for pupils to act on comments and work on issues that have arisen. Marking will be scrutinised at phase meetings, whole staff meetings, through coordinators monitoring and by the SMT. Pupils will be asked through interviews and in monitoring whether marking and feedback has improved learning. Resources Regular audits of resources are to be carried out by coordinators and phase leaders prior to each block of work is undertaken. Within this remit is the organising of school visits and appropriate visitors to enhance the curriculum and learning opportunities. Pupil Premium, the grant to provide increased opportunities for pupils and to improve learning and reduce gaps between groups of pupils, will be used in part to fund these enhancements. The Pupils’ Voice As stated, good learning is facilitated when pupils have the opportunity to take charge of their own learning. Pupils have a voice and at all keystages staff must give credence to pupils and include them in the planning and delivery of lessons. By monitoring of planning and through discussions with pupils, the SMT will look for this. Prior to specific blocks of work, appropriate to age, pupils will be given time to consider the work ahead and give input. To ensure that every child has the opportunity to gain the range of learning skills to prepare them for life, teaching staff’s planning must show that within lessons pupils have ownership of their learning through teamwork, problem solving, research etc. The Role of Governors The Governing Body of is given at each full governing body meeting and at appropriate sub committee meetings details of monitoring and the review of performance and attainment across the school. As part of its role, the Governing Body will scrutinise our results from monitoring, assessment and internal reviews and ensure that our approaches are consistent and promotes our drive for excellence. Each Governor is linked with a specific area of school and will be in termly contact with co-ordinators to ensure they are fully briefed on teaching and learning. Co-ordinators of core subjects will report to governors termly to again ensure accurate information is passed on. From this the Governing Body will be active in teaching and learning across school. Informing Parents To ensure effective learning for our pupils, parents have to be an informed and active partner. Courses are run throughout the year to update parents on our teaching techniques and strategies so that they can support learning at home and help with homework. Termly Parent feedback sessions are held to update parents on their child’s attainment and progress. At these sessions parents will be given written information on their child’s targets and next steps. They will be given their child’s levels for the core subjects and how this compares to national statistics. For DSEN up to date information will be given and discussed. IEPs will be available for parents to sign and remark on. Yearly school reports will be issued in the summer term and will accurately reflect on the child’s attainment and attitudes. It will also give targets for the next academic year and how parents can support their child. Informal discussions will also take place throughout the year as required to keep parents informed. The Parent Support Adviser is available to help liaise with parents. The PSA will also arrange parent courses to upgrade the parents’ own skills in core subjects, these will have a direct positive effect on pupils’ learning as seen from past experience. Outside Agencies Walsall Children’s Services support school through a variety of important vehicles. The School Improvement Officer will routinely meet with staff and discuss improvement, initiatives, data and monitoring of teaching. Officers will also oversee teaching and learning and support school with CPD issues. Other outside agencies such as Walsall Business Partnership will be used to support the curriculum and maximise learning opportunities for pupils. The school works with local schools and local communities also to improve learning opportunities and inspire pupils.

Women, Work And Public Policy :: essays research papers

Gender and the market are both concepts that carry tremendous power to shape society. Indeed, these institutions are so powerful within society that they can seem invisible and immutable. Each of these influential constructs has become the lens through which a theoretical approach defines and analyzes the world: feminist theory centering on gender, and economic theory centering on the market. Such a primary focus enables each theory to function as an invaluable tool in clarifying complex interactions. On the flip side, however, such a lens can also obscure the ability to enlarge understanding beyond that initial analysis. In this way, the strength of focus can become a weakness, setting one analytical approach as exclusively paramount, and inherently discrediting other approaches. This has often been the case with the disparate economic and feminist approaches to analyzing work and gender. A synthesis of the economic and feminist approaches, however, would provide a more complex, applicable, and efficient tool than the confrontational stance that often pervades discussion. The synthesis process would begin with realizing that, although both theories are extremely valuable methods of achieving an understanding of work, gender and society, neither theory provides a complete picture. Indeed, the very fact that they are such powerful tools, with defined focuses, makes it very difficult for each paradigm to comprehend and incorporate insights foreign to its bias. Such an effective synthesis would emphasize how the focus and methodology of these two stances can be complimentary, and result in the development of a more comprehensive, flexible analytical approach. The economic approach to society, including gender and work, focuses on the workings of an â€Å"invisible hand† which guides forces of supply and demand within a market constructed of aggregates. In this approach, human beings operate by a set of rational rules that are predictable, graphable, and individual. Using these behaviors, economic man weighs the opportunity costs involved in economic choices and makes decisions at the margin to maximize benefits. Deductive reasoning and empirical knowledge comprises the methodology used to explain the interactions of these market forces. Within this purely theoretical world, economics appears to hold no biases that would influence its approach to labor or gender, because it impersonally uses formal models to simply emphasize how wages influence the forces of supply and demand. Economics, however, was not designed to exist as a theoretical construct. Instead, this approach applies the lens of the market to view the intricacies of everyday life as a never-ending cycle of supply and demand interactions.

Pob Sba Guide for Description of Business Essay

Main Objective of doing this SBATo give you an opportunity to apply the knowledge gained in the study of Principles of Business. 1. 2. How will this be done? The objective will be fulfilled through the examination of a designated business/firm. The data collection instruments will be the questionnaire and the interview. The information gathered will then be analysed and evaluated, with the aim of drawing specific conclusions about the firm. Our staff consists of twenty employees four of who are supervisors of the factory and three administrative staff responsible for accounting, billing and wages. A Production Manager is in charge of all production processes and the supervisors report to him. There is a Quality Control Supervisor who reports directly to the partners. An Inventory Manager is in charge of receiving, storage and issuance of raw materials as well as receipt, storage and distribution of the finished products with a staff of three assistants to help him. The functional areas of the business will include Purchasing/Logistics, Inventory Management, Production, Distribution and

European domination Essay

As the antebellum period began, America was approaching its golden anniversary as an independent political state, but it was not yet a nation. There was considerable disagreement among the residents of its many geographical sections concerning the exact limits of the relationship between the Federal government, the older states, and the individual citizen. In this regard, many factions invoked concepts of state sovereignty, centralized banking, nullification, popular sovereignty, secession, all-Americanism, or manifest destiny. However, the majority deemed republicanism, social pluralism, and constitutionalism the primary characteristics of antebellum America. Slavery, abolition, and the possibility of future disunion were considered secondary issues. Cultural and social changes were sweeping the cities of America during the period. Industry and urbanization had moved the North toward a more modern society with an unprecedented set of novel cultural values, while the South had essentially lagged behind in the traditions of the 18th century. The mixing of traditional folkways with a more modern vision of America had caused social influence, political authority, and traditional concepts of family to become uncertain, unstable, and somewhat ambiguous. (Volo & Volo, 2004) The history and sociopolitical influence of the African-American church documents an interminable struggle for liberation against the exploitative forces of European domination. Although Black religion is predominantly Judeo-Christian, its essence is not simply white religion with a cosmetic face lift. Rather the quintessence of African-American spiritual- mindedness is grounded in the social and political experience of Black people, and, although some over the years have acquiesced to the dominant order, many have voiced a passionate demand for â€Å"freedom now. † The history of the African-American church demonstrates that the institution has contributed four indispensable elements to the Black struggle for ideological emancipation, which include a self-sustaining culture, a structured community, a prophetic tradition, and a persuasive leadership. The church of slavery, which began in the mid-eighteenth century, started as an underground organization and developed to become a pulpit for radicals like Richard Allen and the platform for revolutionaries like David Walker. For over one hundred years, African slaves created their own unique and authentic religious culture that was parallel to, but not replicative of the slave-owner’s Christianity from which they borrowed. Meeting on the quiet as the â€Å"invisible church,† they created a self-preserving belief system by Africanizing European religion. Commenting on this experience, Alice Sewell, a former slave of Montgomery, Alabama, states, â€Å"We used to slip off in de woods in de old slave days on Sunday evening way down in de swamps to sing and pray to our own liking† (Yetman, 1970, p. 263). During the late 1700s, when slavery was being dismantled in the North, free Black Methodists courageously separated from the patronizing control of the white denomination and established their own independent assemblies. This marked the genesis of African-American resistance as a nationally structured, mass-based movement. In 1787, Richard Allen, after suffering racist humiliation at Philadelphia’s St. George Methodist Episcopal Church, separated from the white congregation and led other Blacks, who had been similarly disgraced, to form the African Methodist Episcopal Church (A. M. E. ) in 1816. The new group flowered. By 1820 it numbered 4,000 in Philadelphia alone, while another 2,000 claimed membership in Baltimore. The church immediately spread as far west as Pittsburgh and as far south as Charleston as African-Americans organized to resist domination. (3) Through community groups, they contributed political consciousness, economic direction, and moral discipline to the struggle for freedom in their local districts. Moreover, Black Methodists sponsored aid societies that provided loans, business advice, insurance, and a host of social services to their fellow-believers and the community at large. In sum the A. M. E. Churches functioned in concert to organize African-Americans throughout the country to protect themselves from exploitation and to ready themselves for political emancipation. During this same period, David Walker exemplified the prophetic tradition of the Black church with his â€Å"Appeal to the Colored Citizens of the World,† published between 1829 and 1830. Walker employed biblical language and Christian morality in creating anti-ruling class ideology: slaveholders were â€Å"avaricious and unmerciful wretches† who were guilty of perpetrating â€Å"the most wretched, abject, and servile slavery† in the world against Africans. To conclude, the church of the slave era contributed substantially to African-American social and political resistance. The â€Å"invisible institution† provided physical and psychological relief from the horrific conditions of servitude: within the confines of â€Å"hush arbors,† bondspeople found unfamiliar dignity and a sense of self-esteem. Similarly, the A. M. E. congregations confronted white paternalism by organizing their people into units of resistance to fight collectively for social equality and political self-direction. And finally, the antebellum church did not only empower Blacks by structuring their communities; it also supplied them with individual political leaders. David Walker made two stellar contributions to the Black struggle for freedom- -he both created and popularized anti-ruling class philosophy. He intrepidly broadcasted the conditional necessity of violence in abolishing slavery demanding to be heard by his â€Å"suffering brethren† and the â€Å"American people and their children† in both the North and the South. As churches grew in size and importance, the Black pastor’s role as community leader became supremely influential and unquestionably essential in the fight against Jim Crow. For instance, in 1906, when the city officials of Nashville, Tennessee, segregated the streetcars, R. H. Boyd, a prominent leader in the National Baptist Convention, organized a Black boycott against the system. He even went so far as to operate his own streetcar line at the height of the conflict. To Boyd and his constituents no setback was ever final, and the grace of God was irrefutability infinite. Then, with the advent of World War I (1914-1918) and the availability of jobs in the North, Blacks migrated to urban centers such as New York, Detroit, Chicago, and St. Louis–and they took their church with them. Hundreds of thousands of African-Americans packed not only their dreams, but also their Bibles, and struck out for the â€Å"promise land. † In exploding metropolitan enclaves they built thriving congregations like the 14,000-member Abyssinian Baptist church of Harlem, which won international acclaim for serving and organizing its people: it found them jobs, it secured them housing, it fought for their rights, and it directed their ballots. This was consistent with the â€Å"Social Gospel† as advocated by Black ministers who preached that societal sin–such as the starvation of children–could only be destroyed through Christian love and benevolent programs. To them the primary responsibility of the church was to establish ministries of social service that would eliminate injustice and abolish poverty in the African-American community, and this became the objective of many large urban assemblies. However, these impersonal metropolitan congregations with their grand strategies of social improvement did not appeal to all migrants, especially newcomers from the rural South. Instead, this group founded small assemblies in abandoned stores that offered them personal acceptance, belonging, identity, friendship–and perhaps most of all–a shelter from white racism. Hence, â€Å"storefront churches† had their genesis as part of the self-preserving culture produced by African-American Christians to ensure the survival of their communities. (Simms, 2000) Citing church membership figures accounting for fewer than twenty percent of the antebellum slave population, a number of revisionist historians have recently challenged the widespread view that Christianity was embraced by millions of slaves hungering for its message of love, hope, and salvation. And although revisionist critics have responded that such statistics provide a far from accurate gauge of just how deeply Christianity permeated the slave population, the question remains as to whether or not the mass conversion of as many as four million slaves within a single generation ever occurred, given that the vast majority had little or no exposure to Christian teaching prior to the Jacksonian period. Despite such controversy, nearly all interpretations of slave religion maintain that after about 1830, Southern planters, motivated by a desire for social control as well as sincere concern for the salvation of bondsmen, successfully introduced Christianity to the spiritually starved slave community. And even though support for this conclusion rests heavily on supposition and interpolation, it has nonetheless been presented in a number of the modern era’s most influential studies of slave religion. Local preachers were encouraged to minister to nearby plantations and, in regions lacking sufficient clergy, slaveholders, themselves, were urged to hold prayer meetings among bondsmen. Also, many churches invited slaves to join their congregations, often partitioning off separate areas such as balconies to enable them to worship alongside whites. Taken as a whole, then, it is difficult to deny that Christianity played an important role in at least some quarters of the slave community after 1830.

Progreesive Era essays

Progreesive Era essays The Progressive Era provided a solid effort to improve the life of Americans by emerging presidents and multiple reforms. Through the progressive politicians, trusts were busted and relief was given to small businesses. Working and societal conditions were forever reformed during the Progressive Era. During the Progressive Era Americans had a positive effect on their countries development with the help of leaders such as Roosevelt and Taft. Roosevelt is immortalized on Mount Rushmore now and forever because of his progressive tactics in his term. Roosevelts Anti-Trust policy of 1902 pledged government intervention to break up illegal monopolies and regulate corporations for the public good. Roosevelt felt that bad trusts threatened competition and markets. His ingenious square dealings and gentlemens agreements controlled many firms. In 1903, he opened a new cabinet position was created to address the concerns of business and labor (Department of Commerce and Labor). Within the department, the Bureau of Corporations was empowered to investigate and report on illegal activities of corporations. In 1903, the Elkins Act empowered the Interstate Commerce Commission to act against discriminating rebates as a response to the abuse of economic power by railroads proposed another problem for Roosevelt. In 1906, the Meat Inspection Act provided for federal and sanitary regulations and inspections in meant packing faciliti es. Also, the Pure Food and Drug Act prohibited the manufacture, sale, and transportation of adulterated labeled foods and drugs in accordance with consumer demands. These acts provided much needed relief and rights for the consumer from the poisonous industries and frauds of meatpacking, food, and drugs. In conclusion to all of these accomplishments during Roosevelts term, Theodore Roosevelts progressive tendencies brought new meaning to government regul...

Extracts from camera Lucida Lab Report Example | Topics and Well Written Essays - 500 words

Extracts from camera Lucida - Lab Report Example In this photograph, Barthes sees his mother's true essence speak through the photo paper. Barthes has a passion for photography that is marked by an extreme idolization of the transcendence of photography. Barthes states, "Such a desire really meant that beyond the evidence provided by technology and usage, and despite its tremendous contemporary expansion, I wasn't sure that Photography existed, that it had a 'genius' of its own" (1). All of the technical and analytical books Barthes read on photography could not satisfy the feeling he had for the art/religion of photography. Barthes goes on to define the photograph as: "the object of three practices: [] to do, to undergo, to look" (3). The respect that Barthes shows to photography is so evident throughout Camera Lucida that he even states the photographer is not merely a photographer, but an operator: An operator who not only manipulates the camera, but an operator who manipulates the referent or subject, the environment and the spectator. Barthes muses on the subject of being the referent. His hope that the camera will make him look stunning is a hope that many people can relate to. His fear that the camera will not capture his true essence is also a fear that many people can relate to. Upon seeing the result of the photo Barthes states, "the Photomat always turns you into a criminal type, wanted by the police" (4).

Power and Politics in Leadership Group Paper Essay

Power and Politics in Leadership Group Paper - Essay Example Some examples of entrepreneurial and powerful leaders include: Bill Gates, Tony Horton, Ann Eliza, and Hitler among others. The reason as to why these leaders have been noted in history is very simple. Even though each leader has their own style of leading, all these leaders have been blessed with both charisma and a vision (Lesinski, 2006). This paper will focus on Bill Gates and Ann Eliza, Jennings of Swain Island (American Samoa) Bill Gates is the chairman, co-founder and chief executive officer of Microsoft Corporation which is the leading software provider for personal computers in the world. Bill Gates has accomplished and earned various titles as a well known manager. He was given a â€Å"Knight Commander of the Order of the British Empire† title by Queen Elizabeth. Bill Gates was also contracted by the IBM for the development and establishment of their first personal computer. He is referred to as an American Business Magnate and emerged the richest person according to the survey completed in 2008. Bill Gates has used various leadership styles in his management of the Microsoft Company. For instance the autocratic style; he has a nature of control in his practice of management. He is obsessed with checking up and detail. Bill Gates is trying to have the whole world monopolized in form of World Wide Web software market. He has had some few legal problems with the justice department. He through Mic rosoft restricted other internet partners’ ability to deal with its rivals (Lesinski, 2006). Bill Gates does not like complaints. Another leadership style he uses is the delegate style; Bill Gates had skills of choosing suitable employees for recruitment and retention of the best talent ever in the industry of software. He strongly believed that recruiting talented software engineers is one of the major critical elements in